Advisor

Correa-Torrez, Silvia

Committee Member

Gershwin, Tracy

Committee Member

Robinson, Jason

Committee Member

Larkins, Randy

Department

College of Education and Behavioral Sciences; School of Special Education

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley, (Colo.)

Publisher

University of Northern Colorado

Date Created

12-2021

Extent

250 pages

Digital Origin

Born digital

Abstract

Brain-based visual impairment is the leading cause of visual impairment in early childhood populations in the developed world and its contribution to childhood visual impairment is increasing (Bosch et al., 2014; Dutton & Bax, 2010; Hoyt, 2007; Kong et al., 2012; Kran et al., 2019). In order to meet the needs of this population, comprehensive assessment that includes information from families and caregivers, pediatric ophthalmologists, neurodevelopmental specialists, vision professionals, and education teams is crucial for academic and functional success (Lueck & Dutton, 2015). Family input during the special education process and the transfer of knowledge from the clinical to the educational setting that the parent provides is also vital for this population. While parent participation is a mandated feature of special education programming development, parents of children with special needs (including those with visual disability) do not always participate to the extent the law presumes. The purpose of this qualitative multiple case study was to examine the experiences of 3 participants who are mothers of children with this visual impairment, bounded together by their shared experiences at a large children’s hospital in a city in the United States and participation in their children’s special education programming. The researcher explored the experiences of participants in both the clinical and educational environments and ultimately their feelings on the adequacy and effectiveness of their children’s educational programming relative to their visual disability. The results from this study revealed valuable information on the multitude of roles that mothers play across the physical, social, and emotional spaces in the lives of their children. Since comprehensive assessment and specific programming is crucial for the success of students with CVI, the results of this study helped to construct a more comprehensive picture of the outcomes of clinical and educational assessment and opportunities for collaboration with parents and families of children with CVI. It also provided a better understanding of the challenges families face, lack of resources on CVI, and a lack of qualified personnel in the field.

Degree type

PhD

Degree Name

Doctoral

Local Identifiers

Furze_unco_0161D_10988.pdf

Rights Statement

Copyright is held by the author.

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