High School Teachers' Perspectives on Supporting Students with Visual Impairments toward Higher Education: Access, Barriers, and Success

By Reed, Maureen; Curtis, Kathryn | Journal of Visual Impairment & Blindness, September 2011 | Go to article overview

High School Teachers' Perspectives on Supporting Students with Visual Impairments toward Higher Education: Access, Barriers, and Success


Reed, Maureen, Curtis, Kathryn, Journal of Visual Impairment & Blindness


The impact of the secondary school experience on success in higher education is not well understood. Researchers have found that most students who entered higher education needed remediation (Kajander & Lovric, 2005), were overwhelmed by the workload (Price, 1993), and were unaware of expectations (Farquhar, 2000). Students with disabilities were often less well prepared for higher education than were those without disabilities (Eckes & Ochoa, 2005; Reed, Lewis, & LundLucas, 2006), and the lack of preparation was both academic and psychosocial (for example, self-efficacy; Reed et al., 2009).

Although the Canadian Charter of Rights and Freedoms and provincial statutes protect the rights of individuals with disabilities to attend institutions of higher education (Ontario Human Rights Commission, 2007), statistics have shown that between 22% and 55% of individuals with visual impairments in Canada (that is, those who were blind or had low vision) did not have a high school diploma (Stark & Stark, 2003). Students with visual impairments who graduated high school attended institutions of higher education at about the same rateas their peers without disabilities, but were less likely to graduate (Bardin & Lewis, 2008; Wagner & Blackorby, 1996).

When students with disabilities are prepared for higher education, their academic outcomes are improved (Reed et al., 2009; Reed, Kennett, Lewis, & LundLucas, 2011) and they are better integrated into campus life (Dodge, 1991; Reed et al., 2011). However, universities and colleges offer few transition services that specifically target the unique transition needs of students with visual impairments (Reed, Lund-Lucas, & O'Rourke, 2003). Asa result, the preparation of students with visual impairments for making the transition to higher education is often left to the classroom teachers, teachers of students with visual impairments, and other specialist teachers (such as resource room teachers). It is surprising that little research has focused on the perceptions of these educators on preparing their students for higher education.

Reed et al. (2003) found that although universities and colleges believed they made high schools aware of their disability services, only 17% offered transition courses for students with disabilities and only 30% offered professional development in this area for high school teachers. The lack of professional development for educational professionals may limit their ability to provide advice to students who aspire to attend institutions of higher education.

Understanding the experiences of the teachers on the educational team who support students with visual impairments could lead to more success in these students' transition to higher education. The objective of this study was to examine the perspectives of teachers of students with visual impairments, classroom teachers, and other specialist teachers on their role of supporting students with visual impairments to attend institutions of higher education.

Method

RESPONDENTS

The respondents were 66 teachers and 2 educational assistants from six Canadian provinces and one territory. As per the Ryerson University Ethics Board, all the respondents were informed of the purpose and voluntary nature of the study. The teachers were located in western Canada (41%, west of Ontario, including one territory), central Canada (52%, Ontario and Quebec), and eastern Canada (7%, east of Quebec). Of those who identified themselves as teachers, 33% were classroom teachers, 53% were teachers of students with visual impairments, and 14% were other specialist teachers (resource room teachers and general special education teachers; see the Limitations section).

DISTRIBUTION AND DESIGN OF THE SURVEY

The Ryerson University Ethics Board in Toronto reviewed and approved the project. After approval, we contacted 297 directors of students, communications, and disability services for Canadian school districts or boards, asking them to forward e-mail requests and the link to the survey to teachers who had experience supporting students with visual impairments. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

High School Teachers' Perspectives on Supporting Students with Visual Impairments toward Higher Education: Access, Barriers, and Success
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.