Division on Visual Impairments

DVI Quarterly Volume 59(3)

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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; Lorem Ipsum Dolor Spring 2016 18 Background for Study In a survey study, 306 teachers of students with visual impairments (TSVIs), 64 students with VI who use tactile graphics, and 33 students with VI who use print graphics were asked about quality, preferences, instruction and strategies related to receiving and using graphics (Zebehazy & Wilton, 2013, 2014a, 2014b). Highlights and similarities in responses amongst the teachers and students included the following (see published results for more details): • Both students with VI who used print graphics and tactile graphics reported that having descriptions and time to preview graphics was helpful. The majority of TSVIs indicated the same. • Less than 50% of the student respondents agreed or strongly agreed that graphics helped them to understand concepts better than text alone. Only 21% of TSVIs agreed or strongly agreed that their students using tactile graphics could do so independently. The majority acknowledged that instruction in graphics use in the general classroom was not sufficient, but that they also had a lack of time to instruct in graphics. • Tactile graphics users liked to have access to graphics in order to be connected to what was going on in the classroom. • Neither group of students with VI indicated making their own graphics as a strategy to learn and remember content. Few TSVIs agreed or strongly agreed that they taught this skill; however, in an open-ended question, they indicated that successful graphics users engaged in making graphics and had early exposure to graphics. 45

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