A Study on Investigating the Community Experiences of Teachers of Students with Visual Impairments in Creating Math and Science Tactile Graphics

Abstract

Professional development is essential for certified Teachers of students with Visual Impairments (TVIs) to create high-quality tactile graphics in school settings. The teachers need more opportunities to learn knowledge and skills from other teacher colleagues on a community basis. Few studies were conducted to investigate what community-based interactions are beneficial for professional development in creating tactile graphics. This study investigated the community experiences of TVIs in creating tactile graphics in math and science. Five certified teachers participated in the online community activities and created multiple sets of tactile graphics based on their students’ academic needs and subject areas. The researcher facilitated five online community sessions that guided the participants created math and science tactile graphics. Quantitative data were collected using rubric items to investigate changes in self-reported competency and tactile graphic quality. Also, the researcher collected interview data including the participants’ reflections about their community experience regarding skill and knowledge development, tool utilization, and participation in a teacher community. This study’s findings showed the participants’ knowledge and skill development through participating in the activities and improving tactile graphics’ quality. The interview analysis found the authentic experiences including awareness of creation procedures, productivity in practice, utilizing tools for planning and evaluation, and knowledge and resource support from other teacher colleagues. Based on the findings of this study, the researcher suggested implications for further research and practice to enrich community interactions of TVIs utilizing online tools and innovative learning models for professional development in creating tactile graphics.