Participants’ perspectives are valuable in evaluating the effectiveness of an intervention.
Methods
Interviews were conducted with teachers of students with visual impairments and students who completed an intervention designed to build graphics literacy skills.
Results
Six themes were identified with corresponding subthemes. The intervention was reported to build students’ graphics literacy skills.
Discussion
Some students were able to generalize the strategies they learned to academic classes. Higher-level thinking skills challenged some students.
Implications for practitioners
A systematic approach beginning early can increase students’ graphics literacy skills. Teachers should provide ongoing opportunities for thinking and regulation of learning.
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