Education:
Scholarly Interests:
Scholarly Interests:
Education of students with visual impairments with and without multiple disabilities; orientation and mobility; low vision; promoting critical thinking and problem-solving skills in students with visual impairments; effective practices in personnel preparation; assessment of students with visual impairments
Community Engagement:
Recent presentation on accessing tactile graphics at the Tactile Reading Conference in Stockholm, Sweden, April 5-7, 2017
Awards:
Selected Publications:
Refereed Journal Articles
Zebehazy, K.T. (2015). Functional literacy for students with visual impairments and significant cognitive disabilities: The perspective of teachers of students with visual impairments. Research and Practice for Persons with Severe Disabilities, 39(4), 259-273. DOI: 10.1177/1540796914566712
Correa-Torres, S.M., & Zebehazy, K.T. (2014). Lessons learned from Hispanic mothers in the United States: Recommendations for personnel preparation and research in visual impairment. British Journal of Visual Impairment, 32(3), 191-199. DOI: 10.1177/0264619614539954.
Zebehazy, K.T., & Wilton, A.P. (2014). Straight from the source: Students with visual impairments’ perceptions about graphic use. Journal of Visual Impairment & Blindness, 108 (4), 275-286.
Zebehazy, K.T., & Wilton, A.P. (2014). Charting success: The experience of teachers of students with visual impairments in promoting graphic use by students. Journal of Visual Impairment & Blindness, 108(4), 263-274.
Zebehazy, K.T., & Wilton, A.P. (2014). Quality, importance, and instruction: The perspective of teachers of students with visual impairments on student graphic use. Journal of Visual Impairment & Blindness, 108(1), 5-16.
Zebehazy, K.T., Zigmond, N., & Zimmerman, G.J. (2012). Ability or access-ability: Differential item functioning of items on alternate performance-based assessment tests for students with visual impairments. Journal of Visual Impairment & Blindness, 106(6), 325-338.
Zebehazy, K. T., Zigmond, N., & Zimmerman, G. J. (2012). Performance measurement and accommodation: The situation of students with visual impairments on Pennsylvania’s Alternate Assessment. Journal of Visual Impairment & Blindness, 106(1), 17-30.
Zebehazy, K.T., Zimmerman, G.J., & Zigmond (2012). Considerations in adapting alternate assessments for students with visual impairments. Insight: Research and Practice in Visual Impairment and Blindness, 5(2), 123-131.
Zebehazy, K.T., & Smith, T.J. (2011). An examination of characteristics related to social skill ability of youths with visual impairments. Journal of Visual Impairment & Blindness, 105 (2), 84-95.
Zebehazy, K.T. (2009). What did that alt tag say? An exploration of access to visually based web course explanations. AER Journal: Research & Practice in Visual Impairment & Blindness, 2(2), 63-75.
Zebehazy, K.T., Hartman, L., & Durando, J. (2006). Issue brief: High stakes testing and implications for students with visual and multiple disabilities. Journal of Visual Impairments & Blindness, 100(10), 598-601.
Zebehazy, K. T., Zimmerman, G. J., & Alderson, L. A. (2005). Use of digital video to assess O&M observation skills. Journal of Visual Impairment & Blindness, 99(10), 646-658.
Zebehazy, K. T., Zimmerman, G. J., Bowers, A. R., Lou, G., & Peli, E. (2005). Establishing mobility measures to assess the effectiveness of night vision devices: Results of a pilot study. Journal of Visual Impairment & Blindness, 99(10), 663-670.
Zebehazy, K. & Whitten, E. (2003). Collaboration between special schools and local education agencies: A progress report. Journal of Visual Impairment & Blindness, 97(2), 73-85.
Zebehazy, K. & Whitten, E. (1998). Do residential schools and local education agencies collaborate to improve the transitions of students with visual impairments? Journal of Visual Impairment & Blindness, 92(9), 647-655.
Invited Articles
Zebehazy, K.T. (2016). Becoming a professional in visual impairment in Canada. Profile: University of British Columbia. Visual Impairment and Deafblind Education Quarterly, 61(1), 21-25.
Zebehazy, K. T., & Butler, D.L. (2015). Supporting student problem solving and critical thinking in the ECC. Visual Impairment and Deafblind Education Quarterly, 60(2), 31-50.
Zebehazy, K.T. (2014). Successful graphics users with visual impairments: Strategies and implications for instruction and assessment. Division of Visual Impairment Quarterly, 59(3), 44-53.
Zebehazy, K.T., & Correa-Torres, S.M. (2013). Connecting with families from culturally and linguistically diverse backgrounds: A self-reflection process. Division of Visual Impairment Quarterly, 58(2), 40-51.
Zebehazy, K.T. (2012). Book review: The multisensory handbook: A guide for children and adults with sensory learning disabilities by Paul Pagliano. International Journal of Orientation and Mobility, 5(1), 53-55.
Zebehazy, K.T. (2011). Call to action: Contributing to research through your everyday teaching experiences. The Educator: Publication of the International Council for Education of People with Visual Impairment, 23(2), 38-44.
Book Chapters
Zebehazy, K.T. & Lawson, H. (2017). Blindness and low vision. In J.M. Kaufman, & D.P. Hallahan (Eds.), Handbook of special education (2nd ed.) New York, NY: Routledge, a division of the Taylor & Francis Group.
Zebehazy, K.T., & McCarthy, T. (2017). Moving from assessment to instruction. In M.C. Holbrook, T. McCarthy, & C. Kamei-Hannan (Eds.), Foundations of education: Volume II: Instructional strategies for teaching children and youths with visual impairments (3rd ed.) (pp. 165-202). New York, NY: AFB Press. [Refereed]
Barclay, L., Zebehazy, K.T. , Kamei-Hannan, C. (2017). Overview of assessment. In M.C. Holbrook, T. McCarthy, & C. Kamei-Hannan (Eds.), Foundations of education: Volume II: Instructional strategies for teaching children and youths with visual impairments (3rd ed.) (pp. 35-62). New York, NY: AFB Press. [Refereed]
Kamei-Hannan, C., Barclay, L., & Zebehazy, K.T. (2017). Informal assessment techniques. In M.C. Holbrook, T. McCarthy, & C. Kamei-Hannan (Eds.), Foundations of education: Volume II: Instructional strategies for teaching children and youths with visual impairments (3rd ed.) (pp. 63-107). New York, NY: AFB Press. [Refereed]
Zebehazy, K.T., Fox, L.A., & Peel, C. (2017). Independent living skills. In M.C. Holbrook, T. McCarthy, & C. Kamei-Hannan (Eds.), Foundations of education: Volume II: Instructional strategies for teaching children and youths with visual impairments (3rd ed.) (pp. 699-752). New York, NY: AFB Press. [Refereed]
Zebehazy, K.T., & Weber, R.C. (2017). Problem solving and critical thinking. In M.C. Holbrook, T. McCarthy, & C. Kamei-Hannan (Eds.), Foundations of education: Volume I: History and theory of teaching children and youths with visual impairments (3rd ed.) (pp. 456-470). New York: NY: AFB Press [Refereed, equal partnership in manuscript preparation]
Bozeman, L., & Zebehazy, K.T. (2014). Personnel preparation in visual impairment. In P.T. Sindelar, E.D. McCray, M.T. Brownell, & Lignugaris-Kraft, B. (Eds.), Handbook of research in special education teacher preparation (pp. 353-368). Invited Chapter for New York, NY: Routledge, Taylor, & Francis Lane Akers.
Zimmerman, G.J., & Zebehazy, K.T. (2011). Blindness and low vision. In J.M. Kaufman, & D.P. Hallahan (Eds.), Handbook of special education (pp. 247-261). New York, NY: Routledge, a division of the Taylor & Francis Group. Invited Chapter.
Zimmerman, G. J., Zebehazy, K. T., & Moon, M. L. (2010). Optics and low vision devices. In A. L. Corn & J. Erin (Eds.), Foundations of low vision: Clinical and functional perspectives, 2nd Ed (pp. 192-237). New York, NY: AFB Press.
Research Projects:
Most Recent Grant Projects
2015-2018 SSHRC Grant: Embodied Multimodal Mathematics Learning for Students with Sensory Impairments
Working as co-investigator with principal investigator Dr. Susan Gerofsky, this student investigates multi-modal strategies including use of movement and gesture to support mathematical understanding of concepts by students with visual impairments. In particular, accessible movement and gesture methods are being applied to mathematical concepts represented by graphs (e.g., polynomials). Strategies that support the inclusion of students with visual impairments will also benefit all students by expanding how students access mathematical knowledge beyond vision alone. Role: Co-Investigator
2016-2017 HSS Seed Grant: Predicting and Promoting Divergent Thinking in Students with Visual Impairments
This study investigates factors related to the divergent thinking abilities of students with visual impairments and the relationship of these abilities to their problem solving skills. In addition, the relationship between divergent thinking performance and performance on a scenario-based problem solving task will be explored. The findings of this study will inform future intervention studies aiming to foster the creative thinking and problem-solving abilities of students with visual impairments. Role: Principal Investigator
2016-2017 Glaucoma Research Society: Relationship between Gaze Behaviour and Mobility Deficits in Individuals with Glaucoma
This proof-of-concept study led by Dr. Dan Marigold at SFU investigates whether mobility of individuals with glaucoma can be improved with targeted gaze training. The study will provide useful information about training use of remaining vision in the field of orientation and mobility. Role: Co-Investigator
2011-2012 SSHRC Grant: Investigating Cognitive Processes of Students with Visual Impairments while Engaging with Assessment Tasks Containing Graphic or Pictorial Components.
This two-phase study examines how students who are blind or visually impaired engage with graphic or pictorial based assessment or instructional tasks. Phase 1 involved conducting a survey of teachers of students with visual impairments and students themselves regarding their practices and opinions about graphic and pictorial information and is the focus of the grant. The goal of the survey is to understand the level of instruction provided to students as well as to better understand the student perspective and needs in this area. Phase 2 involves students with visual impairments engaging in a think aloud study. Problem-solving strategies, techniques used to engage with graphic information, and success with different types of tasks will all be examined. Results will inform on assessment practices as well as instructional needs in this area. Role: Principal Investigator