“We diagnose,but can we assess?”: Guidance and research center teachers’ opinions on the problems in the assessment and diagnosis of students with visual impairments in Türkiye

Abstract

This study aims to explore the opinions of teachers working in guidance and research centers (GRC) in Türkiye regarding problems in the educational assessment and diagnosis of students with visual impairments. Using a qualitative case study design, data were collected from 15 purposively selected teachers experienced in assessing students with visual impairments. Semi-structured interviews were conducted, and the data were analyzed through content analysis. The findings revealed 2 main themes, 5 categories, and 17 codes. Teachers reported difficulties in communicating with both students and families, which negatively affected the assessment process. They emphasized the need for individualized assessment tools and better use of existing ones. In addition, they highlighted the importance of a holistic approach, effective communication, and inter-professional collaboration to improve the process. The study underscores the necessity of supportive practices to ensure more accurate and inclusive assessment and diagnosis for students with visual impairments.

Keywords

Assessment and diagnosis case study guidance and research center teacher visual impairment

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