This article describes the results of a qualitative study on researchers’ observations of teachers of students with visual impairments and how the teachers spend their time in the classroom. The researchers report on the types of training and services being provided to students, including instruction in areas of the expanded core curriculum, also known as disability-specific skills training.
This article describes an experimental system for administering multiple-choice math tests to students who are visually impaired or otherwise print disabled. Using a new audio-tactile computer peripheral device called the Talking Tactile Tablet, the authors created a preliminary version of a self-voicing test that included 12 items, all of which referred to a graphical element. Users could take the test, working through the items at their own speed and learning about associated tactile graphic diagrams by pressing on various features to hear appropriate audio descriptions.
A recent trend in the fields of special education, rehabilitation, and technology is the development and implementation of assistive technology (AT) devices and services to assist individuals in compensating for disabilities and/or utilizing functional capabilities to meet environmental demands. AT devices and services have major implications for individuals with learning disabilities (LD) regarding life span issues, environmental and curricular accessibility, and compensatory strategies. Faculty members in higher education who are responsible for designing teacher preparation programs in LD must explore ways to structure curricula, methodologies, and practica to better prepare teachers to work with students who use AT devices to compensate for their specific learning disabilities. The purpose of this article is to describe curriculum design steps and barriers to and solutions for infusing LD teacher preparation programs with assistive technology.
Introduction The study presented here examined the learning outcomes of graduate students in visual impairment who were enrolled in an assistive technology course in three university programs. Methods The students’ perceptions of learning were evaluated using pre-and posttests administered during the course. A follow-up questionnaire was e-mailed to the participants in 2011. Information gathered in the questionnaire included the participants’ demographic characteristics, perceived level of skill, training since completion of the course, frequency of use of the devices with students, and perceptions of the importance of specific devices. Variables were coded using a Likert scale, and correlations were coded using Spearman's correlation for nonparametric data. Results Pre–posttest data (n = 97) showed the participants’ improvement in the use of devices introduced during the class, with a greater increase in devices specific to visual impairment. Data from the follow-up questionnaires (n = 60) revealed a relationship between the perceived importance of the devices, frequency of use, and the participants’ skills. The participants were more likely to seek additional training if they perceived that a technology was frequently used and important. Discussion The results suggest that a formal assistive technology course can contribute to the development of skills and that the participants’ initiatives in setting priorities and seeking additional training were important for their continued acquisition of technology skills. Implications for practice Teachers can benefit from university-based training in the use of assistive technology. Also, continued development of such skills is necessary to allow the teachers to gain expertise in the use of frequently used devices and in devices that they perceive as important in educational settings.
This study examined characteristics related to employment, life-style, and quality of life of 70 graduates of the Texas School for the Blind and Visually Impaired. Although two-thirds of the graduates surveyed were unemployed, high levels of satisfaction, independence, and community integration were reported. Bringing forth issues related to the risk of unemployment for this group reveals the need for further research in effective programming and personal characteristics, which result in gainful employment for persons with visual impairment.
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