Education Commons^™

The Use Of Wayfinding Apps By Deafblind Travelers In An Urban Environment: Insights From Focus Groups, Amy T. Parker, Martin Swobodzinski, Tara Brown-Ogilvie, Jenna Beresheim-Kools

Special Education Faculty Publications and Presentations

This brief report explores qualitative themes from focus groups with nine individuals who are Deafblind regarding their use of wayfinding apps to support orientation and mobility in an urban environment. Culturally responsive approaches to the design of the focus groups integrated the partnership with Deafblind communication facilitators and ProTactile approaches to solicit naturalistic inquiry on the experiences and preferences of Deafblind travelers. Thematic emergences suggest that participants benefit from various wayfinding apps for orientation and mobility in a densely populated city but they desire greater functionality, consistency of access, equity, and recognition of the unique travel demands faced by Deafblind …

Authoring Dis/Ability Identities Mapping The Role Of Ableism In Teacher Candidate Identity Construction, Molly B. Siuty, Margaret R. Beneke

Curriculum and Instruction Faculty Publications and Presentations

Ableism, or the belief that abled ways of being and knowing are superior, perpetuates deficit views of ability differences, and constructs dis/ability as a problem in need of remediation so that individuals achieve “normalcy.” Ableism’s entrenched pervasiveness in education systems can be a significant barrier in teacher education when preparing critical educators who can work towards radical forms of dis/ability justice. In this paper, we argue that dis/abled teacher candidates can afford particular insight into the ways in which ableism operates in educational institutions and that dis/ability should be considered an asset to inclusive and socially just teacher preparation. Using …

Podcasts Episode 15: Jake Koch, Jake Koch, Amy T. Parker

O&M On the Go

In this podcast, Amy interviews Jake Koch who offers wisdom from his personal and professional journey in mobility. Themes from this interview include ways to build confidence and competence for travel; guide dog mobility; elements of distance consultation; and how to work collaboratively for the good of all.

Jake Koch is the Community Outreach Specialist with Guide Dogs for the Blind. He travels with a five and a half year-old Black Labrador guide dog named Forli.

Jake’s role at Guide Dogs for the Blind includes:

• Facilitating awareness and educational opportunities about the guide dog lifestyle and guide dog mobility on …

Mobility Matters: Interdisciplinary Partnerships To Create More Accessible Cities, Amy T. Parker

Special Education Faculty Publications and Presentations

History of the Mobility Matters, Portland State University’s annual summit on transportation accessibility.

The Visually Impaired Learner (Vil) And Orientation And Mobility (O&M) Programs At Portland State University, Holly Lawson, Amy T. Parker

Special Education Faculty Publications and Presentations

History of Visually Impaired Learner (VIL) and Orientation and Mobility (O&M) programs at Portland State University.

Introduction To Cec’S Process For Re-Validating Knowledge And Skills Competency Sets, Amy T. Parker

Special Education Faculty Publications and Presentations

Overview of the CEC’s process for re-validating knowledge and skills competency sets.

Conceptual Paper For Re-Validating The Teacher Of Deafblind And Intervener Competencies, Susan Bruce, Cathy Nelson, Amy T. Parker, Debbie Sanders, Adam Graves, Carol Rimka

Special Education Faculty Publications and Presentations

An overview of the standards for the role of Teacher of the Deafblind (TBD) and the paraprofessional Intervener.

President’S Message, Division Of Visual Impairments And Deafblindness’, Amy T. Parker

Special Education Faculty Publications and Presentations

President's message to the Division on Vision Impairment and Deafblindness

Pandemic & Education: A Conversation Between Teacher Candidates, Jake Carlsen, Eric Jensen, Anna Krytenberg

Northwest Journal of Teacher Education

When Oregon public schools closed in March 2020 due to COVID-19, Jake, Eric, and Anna were headed into the full-time student teaching segment of their year-long teacher preparation practicum experience. While everyone has faced uncertainty during the pandemic, these beginning teachers also shared unique challenges. In April they came together for a conversation with a NWJTE editor to talk about their experiences, the obstacles and opportunities facing schools right now, and their hopes for their students and themselves. All three envision a 2020-2021 school year focused on equity, inclusivity, and the importance of access for all children.