Международный журнал школьной и когнитивной психологии
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Familiarity, Use and Perceived Effectiveness of Evidence Based Practices Among Teachers of Students with Visual Impairment and other Comorbid Conditions

Kristi M Probst and Lydia Kyei-Blankson

Students who have comorbid conditions, diagnosis of Visual Impairment (VI) coupled with other disabilities have specific areas of need of which teachers who only have experience with the visually impaired (TVIs) are expected to identify and address. As such TVIs in a Midwestern state (N=56) completed a survey which asked them to report their level of familiarity, use, and perceived effectiveness of Evidence-Based Practices (EBPs) in their classrooms. Results show much incongruity in the familiarity, use, and perceived effectiveness of EBPs by TVIs. The data indicates that TVIs may need more resources and consistent training in practices that go beyond what they know in order to meet the needs of all students in their classrooms.