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Roles and Responsibilities When Learners Have CVI: Perspectives from Vision Professionals

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Title: Roles and Responsibilities When Learners Have CVI: Perspectives from Vision Professionals
Language: English
Authors: Mindy Ely (ORCID 0000-0002-1999-1348), Ashley Strausbaugh (ORCID 0009-0002-8491-7221), Amy Yount
Source: Journal of Visual Impairment & Blindness. 2024 118(6):395-407.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Vision, Professional Personnel, Students with Disabilities, Visual Impairments, Neurological Impairments, Specialists, Physical Mobility, Knowledge Level, Participant Characteristics, Teachers, Teacher Student Relationship, Teacher Responsibility, Teacher Role, Teacher Attitudes, Teaching Skills
DOI: 10.1177/0145482X241297975
ISSN: 0145-482X
1559-1476
Abstract: Introduction: The roles and responsibilities outlined in a white paper by Mazel et al., outline a scope of practice for vision professionals when learners are diagnosed with cerebral visual impairment (CVI). The goal of the current study was to identify teachers' knowledge and skills to apply these roles and responsibilities in practice. Methods: Participants in this study had to be a certified vision teacher or orientation and mobility specialist and have at least one child with CVI on their caseload. Participants (n = 238) were surveyed and asked to rate their skills and knowledge, agreement, and current practice given seven statements that described their roles and responsibilities. Participants were also asked to rank barriers to their practice. Results: The percentage of respondents who strongly agreed with each statement ranged from 78% to 97%. The percentage of respondents who rated their knowledge and skills at a high level across the seven statements ranged from 64% to 88%. Professionals most commonly identified a need for more training and a lack of time in the professional day as barriers to implementing the seven statements of practice. Discussion: Although most vision professionals reported high knowledge and skills in the identified roles and responsibilities, there continues to be a need for more understanding in their role in providing direct services to CVI learners. Implications for Practitioners: The need for more professional development opportunities, specifically in relation to assessment of students with CVI, was identified through the survey. Although vision professionals rated this task as high in their agreement and practice, it was rated as one of the lowest by respondents in terms of their knowledge and skills.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453316
Database: ERIC
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  Data: Roles and Responsibilities When Learners Have CVI: Perspectives from Vision Professionals
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  Data: <searchLink fieldCode="AR" term="%22Mindy+Ely%22">Mindy Ely</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1999-1348">0000-0002-1999-1348</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ashley+Strausbaugh%22">Ashley Strausbaugh</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-8491-7221">0009-0002-8491-7221</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amy+Yount%22">Amy Yount</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Visual+Impairment+%26+Blindness%22"><i>Journal of Visual Impairment & Blindness</i></searchLink>. 2024 118(6):395-407.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Vision%22">Vision</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Personnel%22">Professional Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Neurological+Impairments%22">Neurological Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Specialists%22">Specialists</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Mobility%22">Physical Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+Characteristics%22">Participant Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink>
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  Data: 10.1177/0145482X241297975
– Name: ISSN
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  Data: 0145-482X<br />1559-1476
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: The roles and responsibilities outlined in a white paper by Mazel et al., outline a scope of practice for vision professionals when learners are diagnosed with cerebral visual impairment (CVI). The goal of the current study was to identify teachers' knowledge and skills to apply these roles and responsibilities in practice. Methods: Participants in this study had to be a certified vision teacher or orientation and mobility specialist and have at least one child with CVI on their caseload. Participants (n = 238) were surveyed and asked to rate their skills and knowledge, agreement, and current practice given seven statements that described their roles and responsibilities. Participants were also asked to rank barriers to their practice. Results: The percentage of respondents who strongly agreed with each statement ranged from 78% to 97%. The percentage of respondents who rated their knowledge and skills at a high level across the seven statements ranged from 64% to 88%. Professionals most commonly identified a need for more training and a lack of time in the professional day as barriers to implementing the seven statements of practice. Discussion: Although most vision professionals reported high knowledge and skills in the identified roles and responsibilities, there continues to be a need for more understanding in their role in providing direct services to CVI learners. Implications for Practitioners: The need for more professional development opportunities, specifically in relation to assessment of students with CVI, was identified through the survey. Although vision professionals rated this task as high in their agreement and practice, it was rated as one of the lowest by respondents in terms of their knowledge and skills.
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      – SubjectFull: Professional Personnel
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Participant Characteristics
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      – SubjectFull: Teachers
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      – SubjectFull: Teacher Student Relationship
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