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West Ashley Library
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Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 1 p.m.
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
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A Comparison of Distance and On-Campus Learning Models to Prepare Teachers of Students With Visual Impairments.
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- Author(s): Hong, Sunggye; Topor, Irene; Erin, Jane
- Source:
Journal of Visual Impairment & Blindness. May2022, Vol. 116 Issue 3, p343-353. 11p. - Source:
- Additional Information
- Subject Terms: SPECIAL education; SCHOOL environment; NATIONAL competency-based educational tests; WORK environment; ASSOCIATIONS, institutions, etc.; EVALUATION of human services programs; JOB descriptions; LEARNING strategies; UNDERGRADUATE programs; EXPERIENCE; COMPARATIVE studies; SPECIAL education schools; ACADEMIC achievement; UNIVERSITIES & colleges; TEACHERS; PSYCHOSOCIAL factors; PHILOSOPHY of education; STUDENTS; RESEARCH funding; ASSISTIVE technology; PROFESSIONAL competence; EMPLOYMENT; DESCRIPTIVE statistics; SCALE analysis (Psychology); VISION disorders; GRADUATE students; STUDENT attitudes; GOVERNMENT aid; ALTERNATIVE education; FEDERAL government; LONGITUDINAL method; COVID-19 pandemic
- Subject Terms:
- Abstract: Introduction: Since the 1970s, many universities and agencies have prepared professionals in visual impairment through distance educational approaches, including concentrated off-campus courses, video and telephone connections, and synchronous or asynchronous online methods. Although online professional preparation in visual impairment has become common, there is little data that compares outcomes of on-campus instruction with distance education methods. This article reports follow-up data from a federally funded graduate university program that prepares teachers of students with visual impairments: It compares results from a survey that describes how on-campus and distance education students perceived the quality of their preparation. Methods: An online survey was sent to 37 bachelor's degree students who had earned certification as teachers of students with visual impairments. 27 students returned usable surveys, in which they reported relevant demographic information and current job roles. The survey included 13 demographic questions about employment and setting. Eight questions related to general evaluation of their preparation program, and 22 questions related to perceived competence in skills needed to prepare teachers of students with visual impairments. Results: There were few differences between perceptions of students who were prepared in the full-time on-campus model and those who were prepared through distance education. Most respondents were graduates working as itinerant teachers in public schools or specialized school settings. With regard to perceptions of their own skills related to visual impairment, only the item on assistive technology showed a significant difference between the two models. Students in distance education perceived themselves as less well prepared in that area. Discussion: Given the increased shift toward distance learning caused by the COVID-19 virus, the authors suggest that a broad-based national study of outcomes related to distance learning in visual impairment might offer more detailed insights into the quality of teaching produced through distance learning. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Visual Impairment & Blindness is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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