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.
Introduction Eccentric viewing training has been a strategy, used by rehabilitation professionals, to help individuals with central vision loss move their eyes in such a way that they focus the incoming light on parts of the retina located away from the center area that has been damaged and improve visual functioning. A number of studies have shown that this type of training can be associated with improved reading rates. Method A meta-analysis was conducted on data generated from 17 studies that reported the effect of appropriate magnification and eccentric viewing training on the reading rate of trainees with central scotomas. Results Almost all eccentric viewing training methodologies were found to be associated with comparable final reading speeds, and no significant differences in final reading speed were found between eccentric viewing training methodologies with comparable age participants. A negative relationship between age and final reading speed was found through correlation analysis, and a correlation was found between visual acuity and the percentage of change in reading speed. Regression models using combinations of age, acuity, and treatment hours were found that could be used to predict the final reading rate using age and number of training hours. Discussion This analysis provided no statistical basis to determine if one of the treatment protocols described in these studies was more effective in improving the reading rate than another, and there was quite a bit of variability in the protocols described. Implications for practice Eccentric viewing is an effective way for individuals with central scotomas to improve the use of the vision that they have. Evidence from this meta-analysis suggests that a wide range of training protocols would be effective, and the personal preferences of the instructor and consumer can be given significant consideration during program planning.
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