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VIDBE-Q Volume 63 Issue 2
• Emphasize the problem-solving steps with students just beginning to learn
this skill: define the problem, brainstorm solutions, evaluate the solution,
choose the best option, implement the solution, and evaluate the outcome
(Zebehazy & Weber, 2017).
• Encourage students to identify actual problems they are facing as a real-
life opportunity to work on developing DT and problem-solving skills.
• Promote independent rehearsal of skills through initial structured
scaffolding that tailors off so that students eventually learn to use these
skills on their own.
• Define the terms problem-solving and creativity carefully and consistently
when conducting research, particularly when asking teachers to report on
these skills in their students.
• Utilize observational and naturalistic methods of measuring problem-
solving skills in students in addition to performance-based tasks in
research, in order to control for issues related to assessment in students
with visual impairments.
References
Barraga, N. & Erin, J. N. (2001). Visual impairments and learning (4
th
edition). Austin:
Pro-Ed, Inc.
Guildford, J. P. (1950). Creativity. American Psychology, 5, 444-445.
Jonassen, J. (2000). Toward a design theory of problem solving. Educational
Technology Research and Development, 48, 63-85.
Kaufman, J. C. & Kaufman, A. B. (2004). Applying a creativity framework to animal
