1. Development of Self-Determination and Social Skills of College-Bound Students with Visual Impairments
Report on an Intervention Program Designed to Improve Post-Secondary Academic Success of Students with Blindness or Low Vision

2. PRESENTERS: Dr. Paul A. Ajuwon, Professor and Coordinator Program in Blindness and Low Vision Missouri State University Springfield, Missouri, U.S.A and Connie R. Brown, Teacher of Visually Impaired Duval County Schools Jacksonville, Florida U.S.A.

3. Background
Deficiencies in self-determination and social competence have been cited as potential reasons for low post-secondary outcomes in education and employment of persons with visual impairments.
Self-determination and social competence have been identified as priorities for intervention and research.

4. Intervention / Study Purpose
Provide students the opportunity to learn to use the Blackboard academic platform.
Provide students with information and interactive instruction in pre-college planning in order to develop an individualized college entrance plan.

5. Study Setting
The intervention was developed and the study conducted with college-bound students enrolled in the vision transition program at the Vision Education and Rehabilitation Center in Jacksonville, Florida, Fall 2014 and Spring 2015.

6. Participants Participants consisted of:
Eleven (11) college-bound high school students with visual impairments –
Five (5) males, Six (6) Females
Ages ranged between 14 to 18 years of age, grades 9 – 12.

7. Method
The authors developed a confidential online questionnaire consisting of two (2) parts:
A 19-item Likert-scale constructed in the form of affirmative statements regarding students’ experiences in the intervention course.
A 3-part open-ended section for personalized comments regarding students’ overall impressions and recommendations for future course offerings.

8. Method (cont.)
The intervention course, titled Foundations for College Success, was created to meet the needs of college-bound students and represented a unique effort to:
Utilize Blackboard.
Explore the impact of disabilities and required accommodations in the college environment.

9. Method (cont.)
Become familiar with the college admissions and assessments processes.
Understand the process for applying for financial aid, including completion of FAFSA forms.
Development of social competence and skills.
Submission of a final college plan via Blackboard.

10. Participants’ Initial Knowledge and Skills
Ten of the eleven participants reported having no experience in using an online academic platform.
Four students reported using and other online tools for submitting assignments.
All students reported using the internet for research.

11. Procedures
During the project, instructors applied formative assessments of students’ progress on each module lesson.
Summative assessments were administered through grading and instructor feedback.
As they attained new knowledge, students revised their college plans, culminating into their end-of-course college plan.

12. Survey
The survey was in the form of a Likert scale format to which respondents specified a level of learned knowledge or independence in topics.
Responses were on a scale of 5 to 1: (5 – strongly agree, with 1 = strongly disagree).

13. Survey (cont.)
Open-ended questions elicited anecdotal responses which were analyzed in terms of students’ self-reported benefits of the intervention, whether topics should be revised or not, and proposed addition of topics to the intervention.

14. Results:
Participants responded to fourteen (14) of the nineteen (19) survey items at a favorable level of 82% or higher. Responses indicated that students:
Learned information.
Demonstrated skills.
Completed college planning and preparation.

15. Strong Gains in Areas
Learning how to use an online academic platform and successfully submitting assignments on the platform.
Mastering relevant college terms and procedures.
Identifying their status on a college preparation timeline.

16. Strong Gains in Areas (cont.)
Knowing how to initiate commitment to the timeline.
Learning to complete college application and financial aid forms.

17. Social Competence Indicators
On the two (2) questions that solicited input on social competence gains, 100% of respondents agreed, or strongly agreed, that they learned appropriate social behaviors for the college setting.
91% agreed, or strongly agreed, that they were given adequate time for social competence questions.

18. Likert Survey Question Overview
I learned to use an online academic platform such as Blackboard.
I can successfully navigate in Blackboard to participate in Discussion Boards, follow a syllabus, and submit assignments.

19. Survey Question Overview (cont.)
I learned college terms and procedures that I did not know prior to the course.
I identified where I am currently on the college preparation checklist/timeline.
I learned how to access FAFSA and complete necessary forms.

20. Survey Question Summary (cont.)
I learned what information is needed for college admissions and how to complete a college application.
I learned the importance of appropriate social behaviors in the college setting.
I will use course resources and information in my pre-college planning and 1st year.

21. Open-Ended Question Responses
Examples:
“I liked the discussion boards. It’s a perfect way to figure out how college is going to be.” “The instructors taught me about the accommodations I will need.” “I learned the seriousness of college deadlines…” “I learned about FAFSA and how it will assist me.”

22. Students’ Suggestions
“More hands-on activities to become familiar with computers.”
“More information about scholarships.”
“More exposure to actual life on a college campus.”

23. Student Testimonial
One student, a high school senior, was seriously lagging on the college preparation timeline. She had not begun the process of college exploration. The course gave her the initiative to formulate steps in the process. At the date of her graduation, she had been accepted to several Florida universities.

24. Recommendations
Utilization of technology, such as on-line platforms, to address self-determination and social competence skills.
Efficient course creation and customization.
Fewer instructors paired with ability to reach more students.

25. Recommendations (cont.)
Ability to update and revise the course according to student needs.
Blackboard platform is accessible to screen reader and magnification software.
Broader classroom, hybrid, or distance learning opportunities.