Through the Spattered Windshield: A Visually Impaired Teacher's Internship
AbstractThis article shows how Holly, a visually impaired student teacher, successfully completed a 16-week internship. During her student teaching Holly's cooperating teachers revealed their uncertainty in knowing how to support and evaluate her teaching. During her internship, however, Holly's cooperating teachers and her college supervisor learned how to adapt the traditional expectations to Holly's abilities. Implications for educators include empowering interns to determine their own solutions to problems, modifying instructional methods to accommodate their differences, and developing forthright communication. University educators should embrace opportunities to achieve educational equity for all.
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