About this paper

Appears in:
Pages: 6598-6603
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1571

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

SPECIAL EDUCATION TEACHERS AND SELF-DETERMINATION OF STUDENTS WITH VISION DISABILITY

V. Argyropoulos, P. Thymakis

University of Thessaly (GREECE)
Based on relevant research, individuals with vision impairment, because of their restricted sight, they elaborate very few visual stimuli [1]. As a result, their self-determination may be unstable regarding issues of independence and awareness. The notion of self-determination is defined as “a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior” [2 p.10]. Robinson and Lieberman [3] showed that individuals with vision impairment have less chances compared to sighted persons to develop self- determination skills. Regarding intervention programmes on self-determination, Levin and Rotheram-Fuller [4] found that participants with vision impairment did not improve significantly their self-determination skills when they worked over and through an empowered curriculum.

In fact, very limited research data is available regarding the area of self-determination of people with vision impairment. The present study put emphasis on this limitation by developing a coherent battery to trace and in turn to develop blind students’ self-determination skills. The sample of the participants consisted of 12 special education teachers, aged 22 to 60, who had experience in working with students with vision impairment. Semi-structured interviews were developed to obtain relevant data and the analysis of the data was based on the development of categories and sub-categories [5], through the software ATLAS.ti 8 Windows. The results revealed that the teachers who participated in this study considered self-determination skills of great importance especially for those who have vision impairment. They also suggested that self-determination might be cultivated through familial and school environment as well as through long-term networks consisted of experts, such as facilitators or mentors in dramatic play – and teachers. Finally, teachers referred to specific means for self-determination development such as:
(a) dramatic play,
(b) music and movement activities,
(c) social stories, and
(d) modeling behavior.

The results are discussed under the lenses of pedagogical theories. Self-determination is one of the key areas of the expanded core curriculum for students with vision impairments and the present study describes how family members and educators can foster self-determination in children and young people with vision impairment.

References:
[1] H. Mason, “Common Eye Defects and their Educational Implications,” In Visual impairment: Access to education for children and young people. (Η. Mason and S. McCall, eds.), pp. 38-50, London: David Fulton Publishers, 1997.
[2] S. Field, J. Martin, R. Miller, M. Ward, and M. Wehmeyer, A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children. 1998. Available from: http://files.eric.ed.gov/fulltext/ED442207.pdf [Accessed 19th March 2018].
[3] B. Robinson, and L. Lieberman, “Effects of visual impairment, gender, and age on self-determination,” Journal of Visual Impairment & Blindness, vol. 98, no. 6, pp. 350-366, 2004.
[4] D. S. Levin, and E. Rotheram-Fuller, “Evaluating the Empowered Curriculum for Adolescents with Visual Impairments,” Journal of Visual Impairment & Blindness, vol. 105, no. 6, pp. 350-360, 2011.
[5] M. Miles, and A. Huberman, An expanded sourcebook: Qualitative data analysis. Thousand Oaks, CA: Sage Publications. 1994.
@InProceedings{ARGYROPOULOS2018SPE,
author = {Argyropoulos, V. and Thymakis, P.},
title = {SPECIAL EDUCATION TEACHERS AND SELF-DETERMINATION OF STUDENTS WITH VISION DISABILITY},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.1571},
url = {http://dx.doi.org/10.21125/edulearn.2018.1571},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {6598-6603}}
TY - CONF
AU - V. Argyropoulos AU - P. Thymakis
TI - SPECIAL EDUCATION TEACHERS AND SELF-DETERMINATION OF STUDENTS WITH VISION DISABILITY
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.1571
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 6598
EP - 6603
ER -
V. Argyropoulos, P. Thymakis (2018) SPECIAL EDUCATION TEACHERS AND SELF-DETERMINATION OF STUDENTS WITH VISION DISABILITY, EDULEARN18 Proceedings, pp. 6598-6603.
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