Date of Award

8-31-2026

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Global Inclusion and Social Development

First Advisor

Laura Bozeman

Abstract

Students with Cerebral/Cortical Visual Impairment (CVI) represent a growing population of learners whose visual difficulties originate in the brain rather than the eyes. As understanding of CVI has evolved, questions have emerged regarding the most appropriate approaches to literacy assessment and instruction. While some educational approaches emphasize maximizing visual functioning, increasing evidence supports the integration of compensatory skills and multiple sensory channels to improve literacy access. Understanding current literacy assessment and instructional practices is essential to ensuring equitable educational opportunities for students with CVI.

The purpose of this mixed-methods study was to examine current literacy assessment and instructional practices for students with CVI, identify barriers to implementing best practices, and explore stakeholder perceptions of literacy assessment and instruction. Participants included 145 stakeholders from across the United States, including Teachers of Students with Visual Impairments (TVIs), parents/guardians, and medical professionals. Data were collected through a researcher-developed survey and semi-structured interviews with 25 participants. Quantitative data were analyzed using descriptive statistics and Pearson chi square analyses to compare the distribution of responses between respondent groups (TVIs vs. parents/caregivers), while qualitative data were analyzed through thematic analyses. Findings were integrated through triangulation of survey, interview, and case study data.

Results revealed significant differences among stakeholder groups regarding literacy assessment and decision-making practices. TVIs more often identified the Learning Media Assessment (LMA) as the basis for literacy decisions, compared to parents χ²(6, N = 131) = 42.87, p < .001, Cramer's V = .40, and learning media assessment practices, χ²(6, N = 130) = 36.75, p < .001, Cramer's V = .38. Significant differences were also found in stakeholder knowledge of LMAs, χ²(10, N = 131) = 68.45, p < .001, Cramer's V = .51. Qualitative findings identified inconsistent assessment implementation, overreliance on vision-based instruction, limited use of compensatory skills, communication gaps among stakeholders, and systemic barriers affecting literacy access. Case studies demonstrated meaningful literacy growth when instruction was guided by comprehensive assessment, multimodal supports, and collaborative educational planning.

Findings suggest that equitable literacy outcomes for students with CVI depend on consistent assessment practices, multimodal literacy instruction, stakeholder collaboration, and accountability for implementation of evidence-based practices.

Comments

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