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

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    Author
    Park, Jinseok
    Issue Date
    2022
    Keywords
    Professional development
    Professional learning community
    Tactile graphics
    Teachers of students with visual impairments
    Advisor
    Hong, Sunggye
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    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.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Special Education
    Degree Grantor
    University of Arizona
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    Dissertations

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