Date Created

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

College of Education and Behavioral Sciences, Special Education, Special Education Student Work

First Advisor

Correa-Torres, Silvia M.

First Committee Member

Bowen, Sandra

Second Committee Member

Gershwin, Tracy

Third Committee Member

Lahman, Maria K.E.

Abstract

Certified orientation and mobility specialists (COMS) provide instruction to students who are blind or visually impaired on how to navigate safely and efficiently. Visual impairments can stem from eye-related conditions or neurological issues, such as cerebral visual impairment (CVI), which affects visual processing. Cerebral visual impairment is currently the leading cause of visual impairment in children in the United States and is often accompanied by comorbidities such as cerebral palsy, which is associated with additional disabilities. Orientation and mobility (O&M) instruction focuses on teaching safe and efficient travel skills and began as a rehabilitation service for blinded war veterans who were otherwise cognitively intact. Because O&M was developed for this population, current preservice training does not always equip COMS to meet the needs of students who have CVI and additional motor and cognitive delays. This gap highlights the need for more robust training and systematic support for COMS. This study employed a qualitative phenomenological approach to explore the lived experiences of COMS working with students who have CVI, addressing the following research question:

Q1 What are the experiences of certified orientation and mobility specialists (COMS) when working with students who have cerebral visual impairment (CVI)?

The purpose of the study was to explore the lived experiences of COMS who had students with CVI on their caseloads. Thirteen participants were recruited from across the country to share their perspectives on the assessments and interventions they use. Data were collected through recorded virtual interviews as well as anonymized individualized education program (IEP) goals and objectives and demographic information. Phenomenological analysis was used to examine the data, with trustworthiness established through peer review, data triangulation, and member checking. Findings revealed four core categories shaping COMS’ experiences: individualizing instruction for students with CVI, adapting environments to support access and learning, enhancing knowledge and building CVI expertise, and strengthening collaborative efforts. Results indicate that COMS were underprepared by preservice preparation programs, relying instead on postgraduate professional development to inform their teaching strategies. The collaborative experiences COMS had emerged as the most essential component to ensuring meaningful, individualized instruction. Implications for practice indicate that COMS would benefit from relevant resources including case study-based training to implement evidence-informed teaching strategies. Future research should prioritize the development of a standardized guide for collaborative progress-monitoring framework to ensure instructional strategies are implemented across team members and settings.

Abstract Format

html

Language

English

Extent

242 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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