Norma DeMario and Coauthor Toni Heinze from Northern Illinois University examine the characteristics and applications of distance learning in visual impairment preparation programs.
Presently an additional 5,000 teachers and 10,000 orientation and mobility (O&M) instructors are needed to serve children with visual impairments. Teacher training institutions are exploring the use of distance learning to increase the number of direct service providers. Distance education enables teachers in other certification areas to enroll in programs without traveling great distances, thereby retaining their current positions. Such programs may also address the deficit of visual impairment and O&M teachers in rural areas.
This study surveyed 37 universities with visual impairment, O&M, and rehabilitation teaching programs and obtained responses from 31 of those institutions. The survey addressed the following five categories: program information, instructional delivery and technical support, instructional techniques and field experiences, financial support, and comprehensive delivery plan. Sixteen of the 31 universities provided distance education in some form, with 15 programs in education, seven programs in O&M, and three programs in rehabilitation teaching. Fourteen universities offered a degree or certification through distance learning, with all but one university indicating that a required field experience was a component of the program. Students enrolled in these programs were generally graduate students with prior certification in another area, typically special education. Two programs did not utilize distance technology, but all programs used e-mail and about half also used teleconferencing, "smart classrooms," and interactive video. Technical support varied widely, and the most frequent concerns were equipment failure and outdated equipment. Access to technology by students was another concern, especially in rural areas. Most programs required face-to-face student meetings, although the number of meetings varied. All programs had students submit written assignments via mail or e-mail, and two programs used Web-based assessments. Standard course evaluations were used by the universities to assess distance learning courses. A variety of personnel supervised required field experiences, with respondents citing the location of appropriate field experience sites to be a limiting factor. There was not agreement on content best taught through distance learning. Three programs were totally funded by universities or state legislatures, whereas all other programs were dependent on federal and/or state grants.
This study outlines the current structure of distance learning in the field of visual impairment teacher education programs. The characteristics identified can be used as a guide to further develop programs that will draw more educators into the fields of visual impairment and O&M.
DeMario, N., and Heinze, T. (2001). The status of distance education in personnel preparation programs in visual impairment. The Journal of Visual Impairment & Blindness, 95, 525-532.
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