This article reports on a survey of 165 teachers of students with visual impairments in Texas to examine their perceptions of their knowledge of assistive technology. The results showed that they had significant deficits in knowledge in 55 (74.32%) of the 74 assistive technology competencies that were examined and that 57.5% of them lacked adequate confidence about teaching assistive technology to students.

Six young deafblind adults took a 1-week course on civic engagement and advocacy, which provided the focus for a participatory action research study with a collective case study design. They selected advocacy topics, were briefed on these policy issues, and were paired with experienced mentors for meetings with legislators in Washington, DC. Eight themes were identified from constant comparative and in vivo analysis of classroom discussion notes, interviews, and journals: (a) defining advocacy and advocate , (b) rights and equality, (c) expectations, (d) role of education in change, (e) deafblind expertise, (f) characteristics of effective change agents, (g) advocacy is teamwork, (h) future advocacy. In the classroom, the participants learned about policy issues, communication considerations, and leadership, then applied this knowledge in the legislative arena. Through the advocacy process, they learned to apply their personal strengths as advocates and experienced the importance of teamwork in advocacy.

Introduction The study reported here explored the relationship between the self-perceived computer competence and employment outcomes of transition-aged youths with visual impairments. Methods Data on 200 in-school youths and 190 out-of-school youths with a primary disability of visual impairment were retrieved from the database of the first three waves (2001–05) of the National Longitudinal Transition Study–2. The relationship between the youths’ self-perceived computer competence and having paid jobs was examined using binomial logistic regression, with other variables (gender, severity of vision loss, and multiple disability status) held constant. Results For both the in-school and out-of-school youths, those with a high self-perceived computer competence were significantly more likely to have paid jobs than were those with a low self-perceived computer competence when gender, severity of vision loss, and multiple disability status were held constant. Moreover, for the in-school youths, those with multiple disabilities were significantly less likely to have paid jobs than were those with only vision loss when the other variables were held constant. Discussion The findings indicate the importance of computer competence for youths with visual impairments to achieve successful transitions. Implications for practitioners Computer training should be a key component of the vocational preparation of transition-aged youths with visual impairments. In addition, special attention should be given to youths with multiple impairments to help them catch up in both computer use and employment.

Introduction For practicing teachers of students with visual impairments, assistive technology has assumed an important role in the education of their students’ assessment and learning of content. Little research has addressed this area; therefore, the purpose of the study presented here was to identify the teachers’ self-reported possession of knowledge of and skills in assistive technology. Method The participants completed an online survey rating their level of expertise in assistive technology. The researchers used descriptive statistics and Pearson r correlation coefficients. Results In total, 840 teachers of students with visual impairments in the United States, Palau, and the Virgin Islands completed an online survey to identify their perceived level of mastery of assistive technology competencies. Regarding the participants’ confidence in teaching and supporting the use of assistive technology for students with visual impairments, 40.7% of the participants were confident or very confident, whereas 59.3% reported no to some confidence. In addition, the younger teachers were relatively more confident in teaching assistive technology than were the older teachers. Specifically, the participants felt the least confident with the foundations domain of assistive technology and the most confident with collaboration. Discussion The results describe teachers’ self-perceptions and pinpoint areas for further intervention and dialogue. Personnel preparation programs and in-service training programs can concentrate on these specific areas of assistive technology to improve teachers’ levels of confidence with assistive technology domains. Collaborating to create systemic, national interventions is crucial for improving educational and vocational outcomes for all individuals with visual impairments. Implications for practitioners First, given the findings of the study, it is recommended that all university programs develop a course on assistive technology, as well as embed assistive technology competencies in their training curricula. Second, research is needed to explore further what universities are currently doing to address assistive technology in their curricula. Finally, professional organizations should provide ongoing in-service training in assistive technology for practicing teachers of students with visual impairments.

Professionals in the field of deaf-blindness are challenged to use instructional practices that have been tested using experimental methodology. Single-subject design has been examined as a form of research that assists in substantiating practice. In a review of the literature, the authors identified 54 single-subject studies from 1969 to 2006 that provided emerging evidence for practitioners.