VIDBE-Q 2026 Volume 71 Issue 2
Table 3
Time spent on other student-related responsibilities
N Mean
a
Range
Requesting/managing equipment 149 2.42 (0-4)
Providing technical assistance 148 2.57 (0-4)
Completing evaluations 147 2.57 (0-4)
Attending IFSP/IEP meetings 147 3.73 (0-4)
Attending professional development 147 2.23 (0-4)
Attending other meetings 146 2.56 (0-4)
Attending medical appointments 146 .48 (0-4)
a
0 = not at all; 1 = 1-3 times; 2 = 4-6 times; 3 = 7-10 times; 4 = 10+ times per year
The survey responses indicate that itinerant TSVIs, O&M specialists, and
dual-certified professionals adopt different strategies to address their job
responsibilities. Based on the results, it seems that many educators sacrifice data
documentation, lesson planning, and/or personal time to prioritize direct instruction
and collaboration. Additionally, results suggest that perceived workload
manageability is highly subjective. However, the use of workload analysis tools
can support these professionals in developing more equitable workloads.
Recommendations
• Administrators should receive further training regarding the job
responsibilities of TSVIs and O&M specialists and their students' needs, as
they often lack knowledge of and experience working with students with
blindness/low vision.
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