Six elementary school teachers identified students in their classes they felt had visual problems. The teachers were then given instructions about the visual system and ten days to observe their students. Another selection of students with visual problems was made after the observation period. All students were screened and the sensitivity of three teachers improved while that of the other three did not. Teacher motivation was indirectly measured by class participation and the three teachers who became more sensitive were also the ones deemed more motivated due to high class participation. To increase teacher motivation we suggest strong administration support and providing the training during regularly scheduled inservice times in order to avoid increasing the burden on already overworked teachers.
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