保证质量扫盲手机（ assuring quality literacy instructionfor）.docVIP

Assuring Quality Literacy Instruction for Students Who are Blind Alan J. Koenig ? Texas Tech University M. Cay Holbrook ? The University of British Columbia Synopsis Purpose. The purpose of this study was to gain professional concensus on the appropriate levels of instructional services needed to address the needs of students in braille literacy programs. Method. A Delphi approach was used to gain consensus among 40 professionals in visual impairment. The respondents received three rounds of a survey, throughout which they were able to view the ratings and comments from respondents. Consensus was reached when 85% or more of the respondents agreed on a particular level of instructional service (or range of service) in each of 12 skill areas. Respondents. Respondents for the study were selected for their recognized expertise and experience in teaching literacy skills to students in braille literacy programs. Ten respondents were selected from each of the following program models: itinerant, resource room, and residential school. Ten other recognized experts had leadership roles in the field of visual impairment, but were not in direct teaching roles at the time of the study. Respondents had a mean of 21 years of experience in the field of visual impairment. They had taught braille literacy to a median of 23 students and print literacy to a median of 25 students. All respondents had bachelor’s degrees, 88% had master’s degrees, and 30% had doctoral degrees. All had current or past certification as a teacher of students with visual impairments. Findings. Levels of instructional service (consistency, total time per day, time span, and duration) were determined for 12 areas of literacy needs (see the accompanying chart and description of the skill areas). On the chart, the percentage of respondents who agreed to a particular level of service is noted in parentheses following the recommended level. If a range of service was agreed upon, the individ