How Elementary School Teachers Adapt their Classroom Environment and Instructional Strategies in General Classroom Settings for Students with Visual Impairment
Bibliographic record
Abstract
This qualitative study examines how elementary school teachers adapt their classroom environment and instructional strategies in general classroom settings for students with visual impairment (VI). Three elementary school teachers from district schools in the greater Toronto area and in Northern Ontario were interviewed about their experience teaching students with VI. The findings from the three interviews are presented in three case studies where four emergent themes are closely examined. A cross case analysis is also presented The findings suggest the importance of promoting a safe and inclusive learning environment where students with VI can learn in a positive, welcoming space and feel a sense of belonging. All three participants emphasized the importance of differentiated instruction by incorporating Gardner’s’ Theory of Multiple Intelligences. All participants made ongoing efforts to encourage students with VI to advocate for themselves in order to strengthen their educational independence. The findings from this research study and from the literature related to how students with VI learn suggest that teachers have made it a priority to establish inclusive learning environments, making the necessary accommodations to classroom materials and instructional strategies, and the use of assistive technology to support the needs and abilities for these students in general classroom settings.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".