The purpose of this study is to assess the curriculum background, regarding vision, addressed in the Nebraska college level education instruction. The literature shows little in the area of determining the presentation of visual information in undergraduate education programs, so this study attempts to gain baseline data on a state-wide level. This was accomplished by sending one hundred twenty surveys to education instructors in 13 Nebraska colleges and universities. The respondants were asked to comment on visual information included in classroom textbooks, classroom discussions of the role of vision in learning and the signs and symptoms of reading-related visual problems. Also the instructor's interest in guest speakers and additional information about the role vision plays in reading. The responses were grouped by instructor type and were tabulated. Of the 120 surveys sent to education instructors in 13 Nebraska schools, 61 surveys (50.8%) were returned. Elementary education instructors returned the highest percentage of surveys (26%), with 56 percent of respondants discussing the role vision plays in the classroom. Special education instructors returned 18 percent of the surveys, with the overall highest number of positive responses in each area of the survey (91% discussed vision to some extent in their course). Finally, recommendations to better implement exposure to relevant information regarding vision in the education curriculum is recommended via textbooks, guest speakers, and seminars.
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