Date of Conferral

2023

Degree

Ph.D.

School

Psychology

Advisor

Gabe Turner

Abstract

Two to three students per class suffer from visual-motor deficits such as convergence insufficiency. Though there are treatment plans to assist with the disability over time outside of the school, there are no general inventions set in place in the public school system to assist visual-motor deficit students from systemically falling behind academically each year. The purpose of this study was to explore instructional strategies secondary special education teachers of an inclusive setting use to assist students who struggle with notetaking due to visual or visual-motor deficits known or unknown as convergence insufficiency. Using the universal design for learning theoretical framework promoting differentiated educational practices, the research questions helped explain the engagement of learning, recognition of what was needed for learning, and strategizing tools used by teachers to support visual-motor deficit students in notetaking. Twenty teachers with a background in special education took part in the semistructured interview process. The data were coded and analyzed by using Atlast.ti to categorize and compare analysis. The results showed (a) large print was used most for visual deficits, (b) tactile methods were used most to accommodate traditional writing, (c) teachers had a lack of knowledge of resources to assist students with visual deficits but believe audio inputs would be beneficial, and (d) teachers generally provided a copy of notes for students with notetaking challenges. The study contributes to positive social change by identifying and conceptualizing ways for teachers to manage the impact of visually impaired students being overlooked and falling between the educational gaps which increases the risk of dropout rates and social economic challenges.

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