Structural Obstacles to Supporting Reading Development in Students with Visual Impairments: Teachers’ Perspectives

Chicago, IL · May 2022

Poster · Cross Cutting Theme Poster: How Can Psychological Science Contribute to the Study of Structural Inequities Related to Stigma and Prejudice?

Nosheen Gul
Northern Illinois University
Molly Pasley
Northern Illinois University
 Abdulmohsen Alomran
Lindsay Harris
Northern Illinois University

Abstract

Although children with visual impairments are underrepresented in the literature on reading development, they appear to have reading delays that cannot be entirely attributed to their visual disability. Qualitative analyses of survey responses provided by teachers of students with visual impairments suggested the delays may result from systemic educational inequities.

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Structural Obstacles to Supporting Reading Development in Students with Visual Impairments: Teachers’ Perspectives

Abstract

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