What is it about?
This study was conducted with teachers who are blind and teach students with visual impairments. The researcher explored the experiences and perceptions of the teachers concerning accessibility to information, and their accommodation needs as they work with students who are visually impaired. The article discusses the issues of accommodations for the teachers in details and provides recommendations to the teachers, administrators and teacher preparation programs regarding possible ways of improvement.
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Why is it important?
The information contained in this article came from the teachers of the visually impaired (TVIs) who are also blind. The teachers gave their experiences at places of work, opinions regarding their accommodation needs and how improvements can be made. In addition the researcher collected data through observing the teachers conducting their daily routines at places of work. Therefore this article is a valuable resource that can be used as a reference by institutions to address issues of accommodations for teachers who are blind and teach students with visual impairments.
Perspectives
This publication is based on a subject that I have been passionate about for years. As a professional in the visual impairment (VI) field, I have interacted and made friends with many professionals who are visually impaired or blind. These people work and meet expectations like any other employees. However, it is one thing to be blind and work in a typical setting (e.g., teach in a general education system) and a totally different ball game to teach students who have visual impairments. It is my hope that this article becomes an eye opener to the reader about issues of accessibility for people who are blind and work with clients who also have visual impairments.
Phoebe Okungu
Texas Tech University System
Read the Original
This page is a summary of: Accommodation Needs for Teachers Who are Blind and Teach Students with Visual Impairments, Journal of Visual Impairment & Blindness, June 2019, SAGE Publications,
DOI: 10.1177/0145482x19854902.
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