Adequacy of the regular early education classroom environment for students with visual impairment

Journal article


Brown, Cherylee, Packer, Tanya and Passmore, Anne. (2013). Adequacy of the regular early education classroom environment for students with visual impairment. The Journal of Special Education. 46(4), pp. 223 - 232. https://doi.org/10.1177/0022466910397374
AuthorsBrown, Cherylee, Packer, Tanya and Passmore, Anne
Abstract

This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical environment, and vision aids) for students with visual impairment in early regular education was assessed at the start and the end of one year. A total of 20 students with visual impairment (age M = 5.4 years) attending regular early education participated. In general, teacher-reported curriculum individualization and the physical environment were adequate. However, support provided for staff, teacher training, adult involvement, access to visual aids, and inclusive attitudes were less than adequate. More than 40% of students experienced fewer than four out of nine adequate environmental features. These results indicate that strategies to improve teacher training, support, attitudes, and access to vision aids are needed.

Keywordsvisual impairment; Australian early education; teacher–student interactions; early childhood
Year2013
JournalThe Journal of Special Education
Journal citation46 (4), pp. 223 - 232
ISSN0022-4669
Digital Object Identifier (DOI)https://doi.org/10.1177/0022466910397374
Scopus EID2-s2.0-84871211806
Page range223 - 232
Research GroupSchool of Allied Health
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Controlled
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https://acuresearchbank.acu.edu.au/item/89797/adequacy-of-the-regular-early-education-classroom-environment-for-students-with-visual-impairment

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