Revue internationale de psychologie scolaire et cognitive
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Connaissance, utilisation et efficacité perçue des pratiques fondées sur des données probantes chez les enseignants d'élèves ayant une déficience visuelle et d'autres affections comorbides

Kristi M Probst and Lydia Kyei-Blankson

Students who have comorbid conditions, diagnosis of Visual Impairment (VI) coupled with other disabilities have specific areas of need of which teachers who only have experience with the visually impaired (TVIs) are expected to identify and address. As such TVIs in a Midwestern state (N=56) completed a survey which asked them to report their level of familiarity, use, and perceived effectiveness of Evidence-Based Practices (EBPs) in their classrooms. Results show much incongruity in the familiarity, use, and perceived effectiveness of EBPs by TVIs. The data indicates that TVIs may need more resources and consistent training in practices that go beyond what they know in order to meet the needs of all students in their classrooms.