Teachers' Perceptions About Addressing Literacy for Students With Vision Impairment

102 Pages·2017·0.54 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2017
Teachers' Perceptions About Addressing Literacy
for Students With Vision Impairment
Samantha Washington
Walden University
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Walden University

College of Education

This is to certify that the doctoral study by

Samantha Washington

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Jo DeSoto, Committee Chairperson, Education Faculty
Dr. Chukwuemeka Eleweke, Committee Member, Education Faculty
Dr. James Valadez, University Reviewer, Education Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University
2017
Abstract
Teachers’ Perceptions About Addressing Literacy for Students With Vision Impairment
by
Samantha C. Washington

MS, University of Central Missouri, 2008
BS, University of Central Missouri, 2004

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
November 2017
Abstract
Regular education teachers are sometimes at a disadvantage when required to instruct
learners with a visual impairment or other special needs in the classroom. A problem
exists with reduced support and training for regular education teachers responsible for
meeting literacy needs of students with visual impairment. The purpose of this qualitative
interpretive case study was to explore regular education instructors’ perceptions of their
self-efficacy and ability to modify literature for learners with visual impairment. The
research questions targeted this purpose, specifically in the areas of training opportunities
and technology use. The social cognitive theory, a model emphasizing learning occurring
through social contexts and observations, was used as the conceptual framework for this
study. Data were collected from 1-on-1 interviews with 10 volunteer regular education
teachers teaching students at the elementary level. The resulting data were analyzed via
color-coding transcripts, NVivo running word-frequency queries, and manual review of
each transcript. The results revealed the participants did not have training, awareness for
the literacy needs of students with visual impairment, or knowledge of the different types
of technology used to access and create literacy materials. Although they lacked training
and current knowledge of providing literacy instruction, the participants expressed
confidence in their ability to research, collaborate, and gain the knowledge needed to
effectively do so. The implications for positive social change include implementation of
training and/or an education cycle for more efficient instruction when serving a student
with visual impairment in the local school district. Efficient instruction can facilitate an
improvement in the academic performance of students with visual impairment.
Teachers’ Perceptions About Addressing Literacy for Students With Vision Impairment
by
Samantha C. Washington

MS, University of Central Missouri, 2008
BS, University of Central Missouri, 2004

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
November 2017
Dedication
This dissertation is dedicated first and foremost to my daughter, Amiah. Her heart
of determination, kindness, and joy inspire me on a daily basis. Amiah, you have
tremendously been a bright shining star in my life since you were born. I will always
advocate for you, be your number one fan, and be there for you. Know that your future is
bright and you can accomplish that which you set out to do. I love you baby girl.
I would also like to dedicate this achievement to my nephews and niece: Issiah,
Alexander, Jeremiah, Richard, Shamar, Elijah, Jesiah, and Tiana. Don’t ever let anyone
tell you that you cannot or you will not because you can and you will. I hope that each of
you will reach the goals you set out to accomplish. I believe in all of you, and I’m
cheering you on every step of the way.
Acknowledgements
To God be the glory! Without Him I don’t know how I would have been able to
persevere through this program. I hope I can use this degree in the capacity He sees fit for
me to. Thank you for making this a reality. Through Christ all things are possible.
Next, I would like to thank all of the faculty members I learned from during my
time at Walden University. A special thank you to Dr. DeSoto and Dr. Eleweke for all of
your guidance and encouragement along the way. I would not have made it through the
last leg of this program, the most important part, without the two of you. Thank you for
everything.
Lastly, but by no means the least, I would like to acknowledge my family. To my
mom and stepfather, Brenda and Kenneth, thank you for always checking on me, helping
take care of Amiah, and encouraging me. Mom, I appreciate you raising me to be a
strong woman and instilling victorious mindset within me. To my dad and step-mother,
Harold and Lisa, thank you for your encouraging words and helping with Amiah as well.
I am fortunate to have two sets of parents who are endlessly and unconditionally
supportive of me. Harold, La’Sonya, and Tamika, my precious siblings; you all let your
baby sister pass you up! I am grateful for each one of you. I have learned immeasurable
life lessons from watching all of you as I grew up. Each of you played an uplifting role in
this journey of mine. Thank you for the laughs, the advice, the venting sessions, and all
the good times. I love my family so much. Thank you all for being there for me every
step of the way.
Table of Contents
Chapter 1: Introduction to the Study ................................................................................... 1
Background ................................................................................................................... 2
Problem Statement ........................................................................................................ 3
Purpose of the Study ..................................................................................................... 5
Research Questions ....................................................................................................... 7
Conceptual Framework ................................................................................................. 7
Nature of the Study ....................................................................................................... 8
Operational Definitions ................................................................................................. 9
Assumptions, Scope, Delimitations, and Limitations, ................................................ 11
Assumptions .......................................................................................................... 11
Scope and Delimitations ....................................................................................... 12
Limitations ............................................................................................................ 13
Significance of the Study ............................................................................................ 13
Summary ..................................................................................................................... 15
Chapter 2: Review of Literature ....................................................................................... 16
Introduction ................................................................................................................. 16
Literature Search Strategy ........................................................................................... 17
Conceptual Framework ............................................................................................... 17
Self-Efficacy of Regular Education Teachers ............................................................. 18
Literature Related to Key Variables or Concepts ....................................................... 21
Blind and Visually Impaired Conditions .............................................................. 21
i
Educational Impact and Factors ............................................................................ 22
Lack of Teachers of the Visually Impaired ........................................................... 28
Choosing Print or Braille ...................................................................................... 32
Dual-Media Reading ............................................................................................. 34
Summary ..................................................................................................................... 36
Chapter 3: Research Method ............................................................................................. 38
Introduction ................................................................................................................. 38
Research Design and Rationale .................................................................................. 38
Role of the Researcher ................................................................................................ 41
Establishing a Researcher-Participant Working Relationship .............................. 42
Researcher’s Experience and Biases Related to the Topic ................................... 43
Methodology ............................................................................................................... 43
Participant Selection Logic ................................................................................... 43
Instrumentation ..................................................................................................... 45
Procedures for Recruitment, Participation, and Data Collection ................................ 46
Data Analysis Plan ...................................................................................................... 48
Trustworthiness ........................................................................................................... 49
Ethical Procedures ...................................................................................................... 51
Summary ..................................................................................................................... 52
Chapter 4: Data Collection and Analysis .......................................................................... 53
Introduction ................................................................................................................. 53
Setting ......................................................................................................................... 53
ii
Data Collection ........................................................................................................... 54
Data Analysis .............................................................................................................. 54
Results ......................................................................................................................... 55
Evidence of Trustworthiness ....................................................................................... 59
Summary ..................................................................................................................... 60
Chapter 5: Discussion, Conclusions, and Recommendations ........................................... 61
Introduction ................................................................................................................. 61
Interpretation of Findings ........................................................................................... 62
Interpretation of Research Question………………………...…………………...62

Interpretation of Subquestion 1……………………...……………….…………..63

Interpretation of Subquestion 2……………………...……………….…………..64

Limitations of the Study .............................................................................................. 66
Recommendations ....................................................................................................... 67
Implications ................................................................................................................. 68
Conclusions ................................................................................................................. 69
References ......................................................................................................................... 70
Appendix A: Permission Letter ........................................................................................ 90
Appendix B: Invitation to Participate ............................................................................... 91
Appendix C: Interview Protocol ....................................................................................... 92

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