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VIDBE-Q Volume 63 Issue 2
scenario-based problem-solving task. This suggests that DT is important for the problem-
solving process and strongly contributes to students' ability to generate solutions to
everyday problems they may face. The lack of relationship observed between task
performance and problem-solving instruction (mentioned earlier), as well as between task
performance and teacher ratings of student problem-solving abilities or creativity,
suggests that neither DT nor the real-life problem-solving assessed by the scenario-
based task encompass what the TSVIs in our sample considered when completing their
ratings. It is also suggests that, for those students currently or previously receiving
problem-solving instruction, this curriculum does not likely include a focus on DT.
Considerations for Practitioners and Researchers
Based on the complex pattern of findings, more universal understanding about how
practitioners can promote problem-solving would help ensure that students with VI
receive adequate opportunities to develop these skills. This could be accomplished by
increasing teacher knowledge about how to incorporate different dimensions of thinking
into their lesson designs. Thinking related to problem-solving involves a combination of
being able to generate many ideas (fluency), being flexible in idea generation (e.g., taking
different viewpoints or thinking differently about situations), being able to elaborate on
those ideas, and being able to create original ideas, among other skills. While this study
only addressed the quantity and novelty of responses, teachers may want to consider the
additional aspects of thinking that promote successful problem-solving such as the
feasibility of potential solutions. In addition, the following are considerations for
practitioners and researchers:
