SPECIAL EDUCATION TEACHERS AND SELF-DETERMINATION OF STUDENTS WITH VISION DISABILITY
Based on relevant research, individuals with vision impairment, because of their restricted sight, they elaborate very few visual stimuli . 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  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  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 , 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.
 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.
 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].
 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.
 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.
 M. Miles, and A. Huberman, An expanded sourcebook: Qualitative data analysis. Thousand Oaks, CA: Sage Publications. 1994.