Use of assistive technology by teachers of students with visual impairments: A descriptive analysis

Authors

Paul M. Ajuwon, Missouri State UniversityFollow
Ximena Uribe-Zarain, Missouri State UniversityFollow
Phoebe Okungu, Texas Tech UniversityFollow
Nora Griffin-Shirley, Texas Tech UniversityFollow
The Nguyen, Texas Tech UniversityFollow

Abstract

In schools, technology is used as a tool to enhance the knowledge and skills of learners with disabilities. The three primary challenges for students with visual impairments are access to information, independent travel, and a lack of meaningful experiences. Assistive Technology (AT) can mitigate these deficits. This study aims to determine the use of AT in schools. An online survey was distributed to schools in Canada, the United States, and adjoining territories; 347 teachers of students with visual impairments (TSVIs) responded to the survey. The results explored the use of Refreshable Braille devices, Braille embossers, Braille Translation Software, Speech Access Systems, and tablets. Implications and recommendations are discussed. The study revealed that AT can potentially facilitate literacy, numeracy, employment, socialization, and community-based needs of students with VI. However, in open-ended comments, participants stated their persistent barriers in integrating AT into the curricula. They advocated for ongoing training to keep up with evolving technologies. It is important that TSVIs advocate for the use of AT in programs and services for their students because technologies can level out the playing field. In many countries, there is a lack of research related to AT utilization for school-age students with VI. This paper provides a platform for these countries to develop meaningful AT programs and services that can facilitate teaching and learning.

DOI

https://www.doi.org/10.5038/9781955833127

Recommended Citation

Ajuwon, P. M., Uribe-Zarain, X., Okungu, P., Griffin-Shirley, N., & Nguyen, T. (2024). Use of assistive technology by teachers of students with visual impairments: A descriptive analysis. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 5, pp. 1–12). USF M3 Publishing. https://www.doi.org/10.5038/9781955833127

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License