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Addressing the Needs of Students with Color Vision Deficiencies in the Elementary School Library

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Addressing the Needs of Students with Color Vision Deficiencies in the Elementary School Library Old Dominion University ODU Digital Commons Teaching & Learning Theses & Dissertations Teaching & Learning Summer 2013 Addressing the Needs of Students With Color Vision Deficiencies in the Elementary School Library Karla Bame Collins Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/teachinglearning_etds Part of the Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, and the Library and Information Science Commons Recommended Citation Collins, Karla B.. "Addressing the Needs of Students With Color Vision Deficiencies in the Elementary School Library" (2013). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/ye1d-ps55 https://digitalcommons.odu.edu/teachinglearning_etds/46 This Dissertation is brought to you for free and open access by the Teaching & Learning at ODU Digital Commons. It has been accepted for inclusion in Teaching & Learning Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. ADDRESSING THE NEEDS OF STUDENTS WITH COLOR VISION DEFICIENCIES IN THE ELEMENTARY SCHOOL LIBRARY by Karla Bame Collins B.S. May 1991, James Madison University M.A.Ed. May 2003, College of William and Mary A Dissertation Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY EDUCATION OLD DOMINION UNIVERSITY August 2013 Approved by: Carol A. Doll (Committee Chair) Gail K. Dickinson (Committee Member) Shana Pribesh (Committee Member) ABSTRACT ADDRESSING THE NEEDS OF STUDENTS WITH COLOR VISION DEFICIENCIES IN THE ELEMENTARY SCHOOL LIBRARY Karla Bame Collins Old Dominion University, 2013 Committee Chair: Dr. Carol A. Doll Color vision deficiencies affect approximately eight percent of the male population (Birch & Chisholm, 2008; Cole, 2007; Jenny & Kelso, 2007; Neitz & Neitz, 2000), yet the condition is often overlooked in the educational setting despite the pervasiveness of color in the school (Suero et al., 2004). The purpose of this study was to explore how elementary school librarians provide instruction and prepare the library environment to meet the needs of students with color vision deficiencies. This mixed methods study consisted of two components. The first component was a questionnaire administered to elementary school librarians throughout Virginia to gather data related to their knowledge of and attitudes toward students with color vision deficiencies. The second component of the study was a case study of eight elementary school librarians in one school division within Virginia. The case study participants were given the same questionnaire as the state group to assess their knowledge of and attitudes toward students with color vision deficiencies. Then they participated in observations, interviews, and a color vision deficiencies awareness training designed to inform school librarians about issues related to color vision deficiencies. The training was followed by a series of journal prompts through a blog and additional observations to gather information about changes in behaviors. After the training, a post-test was administered to the case study participants to gather data about changes in knowledge, attitudes, and behaviors. Findings indicate that elementary school librarians did not feel knowledgeable about color vision deficiencies but were interested in knowing more and expressed a desire to make changes based on participating in the questionnaire alone. The case study participants' increase in knowledge from pretest to post-test was statistically significant. While the change in attitude on the questionnaire was not found to be statistically significant for the case study group, there were noticeable changes in beliefs and desires to change behaviors as evidenced through the qualitative data. The changes in the case study lend support to the need for color vision deficiency awareness training for elementary school educators. ©2013 Karla Bame Collins. All Rights Reserved. This dissertation is dedicated to my guys: Richard, my husband and best friend; Eli, my constant encouragement and support; Brendan and Jared, whose struggles were my inspiration. ACKNOWLEDGMENTS I need to thank so many people who have supported me throughout this long process. I don't know how I could have done it without all of my friends and my family. Now I promise to step back into the real world! Thank you for not giving up on me! Special thanks to my committee members, Carol Doll, Gail Dickinson, and Shana Pribesh. You were always patient and willing to answer my questions, even when you knew I already knew the answer! I am honored to be your cross-state colleague. Audrey and Frances, thank you for putting up with me and being fabulous mentors...and the best "worker buddies" I could ever imagine. Your encouragement and support got me through! To all of my friends and family who were always willing to help me through this process, from statistics tutoring through the final steps of the dissertation: your knowledge and experience has guided me through these years. Without you all I would still be scratching my head over ANOVAs and t-tests! Stephanie, I'm glad we made it through this fun together. To Mom, who always believed in me and had faith in all of her children. To Dad and Jeananne, thank you for encouraging me, supporting me, and always being ready to share my successes. And of course, to Richard, Eli, Brendan, and Jared. Thank you all for keeping the house from falling down around us, doing more than your fair share, and being my constant cheering section. Where would I be without you? You all knew I would succeed when I sometimes wondered, and I love you for it! TABLE OF CONTENTS Page LIST OF TABLES..................................................................................................................... x LIST OF FIGURES................................................................................................................xiii Chapter 1. INTRODUCTION.........................................................................................................1 BACKGROUND INFORMATION............................................................... 5 THEORETICAL AND CONCEPTUAL FRAMEWORK........................... 7 PURPOSE OF THE STUDY...........................................................................9 KEY TERMS...................................................................................................11 ORGANIZATION OF THE STUDY........................................................... 11 2. REVIEW OF THE LITERATURE........................................................................... 13 COLOR VISION DEFICIENCIES...............................................................13 MEDICAL BACKGROUND...................................................................15 CAUSES OF COLOR VISION DEFICIENCY.....................................20 HISTORY OF COLOR VISION DEFICIENCY...................................22 COLOR VISION AND DAILY TASKS.....................................................24 COLOR VISION AND EDUCATION.......................................................28 COLOR VISION, TECHNOLOGY, AND UNIVERSAL DESIGN FOR LEARNING............................................... 36 DISABILITIES AWARENESS TRAINING............................................. 39 3. METHODOLOGY..................................................................................................... 42 STATEWIDE STUDY.................................................................................. 43 RESEARCH DESIGN..............................................................................43 INSTRUMENTATION.............................................................................43 CONTEXT AND SAMPLE..................................................................... 45 PROCUDURES..........................................................................................46 DATA COLLECTION AND ANALYSIS.............................................48 CASE STUDY................................................................................................ 51 RESEARCH DESIGN...............................................................................51 INSTRUMENTATION.............................................................................53 TRAINING SESSION............................................................................... 56 CONTEXT AND SAMPLE..................................................................... 57 PROCEDURES..........................................................................................63 DATA COLLECTION AND ANALYSIS.............................................. 72 LIMITATIONS...............................................................................................75 SUMMARY.................................................................................................... 75 Chapter Page 4. RESULTS.................................................................................................................... 77 PRELIMINARY DATA ANALYSIS..........................................................78 KNOWLEDGE ABOUT COLOR VISION DEFICIENCIES...................80 ATTITUDES OR UNDERSTANDINGS ABOUT COLOR VISION DEFICIENCIES..............................................................91 POST-TEST RESULTS.............................................................................. 100 CHANGE IN
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