Assistive technology applied to education of students with visual impairment

Alves, Cassia Cristiane de Freitas; Monteiro, Gelse Beatriz Martins; Rabello, Suzana; Gasparetto, Maria Elisabete Rodrigues Freire; Carvalho, Keila Monteiro de

doi:10.1590/s1020-49892009000800007

Cited by 53 publications

(45 citation statements)

References 4 publications

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“…They also corroborate the need for more information on visual impairment as stated by teachers, who feel unprepared to teach students with low vision. Consistent with these results, previous studies have reported little specific preparation for teachers working with visually impaired students and have recommended the continued education of these professionals as a prerequisite for the educational integration of visually impaired students (5) . On the other hand, reservations about the reliance on information obtained through the Internet and the compliance with guidelines thus received indicate the importance of hosting the site at public universities and providing referenced and reliable content.…”

Section: Discussionsupporting

confidence: 69%

“…The fundamental principle of inclusive education is that all children should learn together, regardless of any difficulties or differences they may have, according to an educational concept open to individual characteristics and providing specialized educational support to students with special needs (4) . Recent studies in the field of ophthalmology have stressed the importance of assistive technology resources, such as learning tools for visually impaired students, and confirmed the need for better trained teachers to perform these tasks (5) . The regular school teacher who receives a visually impaired student faces a multifaceted challenge.…”

Section: Introductionmentioning

confidence: 99%

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Optical aids for low vision: use of the Internet to guide teachers of the visually impaired

Monteiro¹,

Temporini

Carvalho³

2012

Arq. Bras. Oftalmol.

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Purposes: To describe and interpret teachers' opinions about and responsiveness to guidance on optical aids for low vision. Methods: It was conducted a cross-sectional analytical study. The convenience, non-random sample consisted of 58 teachers from the public school network of the city of Campinas. It was constructed and applied a structured questionnaire, available online at the assessed website. For qualitative data collection it was conducted an exploratory study using the focus group technique. Results: Responses expressed, for the most part, a marked interest in the website, its easiness of access, and the comprehensive nature of the information provided. Most people reported frequent use of the Internet to seek information, and found it easier to access the Internet at home. Among the qualitative aspects of the evaluation, we should mention the perceived importance of the website as a source of information, despite some criticism about the accessibility and reliability of the information found on the Internet. Conclusion: Teachers' need for training to deal with visually impaired students and their positive response to advice and information lead to the conclusion that webbased guidelines on the use of optical aids were considered beneficial to ease the understanding of visual impairment and the rehabilitation of the affected subjects. Keywords

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Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Optical aids for low vision: use of the Internet to guide teachers of the visually impaired

Monteiro¹,

Temporini

Carvalho³

2012

Arq. Bras. Oftalmol.

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“…In addition, lengthy and/or delayed referral processes for diagnoses, identifications, and/or related services-such as AT devices-can be problematic (De Freitas Alves, Monteiro, Rabello, Freire Gasparetto, & De Carvalho, 2009;Morrison, 2007). Needs such as access to appropriate equipment, a technology specialist, pedagogical supports, and, in many cases, the Internet, have been identified (De Freitas Alves et al, 2009;Morrison, 2007).…”

Section: Prevalent Barriersmentioning

confidence: 99%

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

et al. 2018

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This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed-and open-ended questions. Five dimensions were explored for this needs assessment including: current beliefs, skills, use, comfort level, and perceptions of AT; identification of specific service needs; learning preferences; available technology; and potential barriers. Results reveal that teachers had positive attitudes about the utility and use of AT in their classrooms, yet were not fully implementing AT with their student's due to a variety of perceived barriers. The study identified a clear need for AT teacher training. Based on the results and the research, literature recommendations are made for teacher training to address the need identified by this study. RésuméCette étude a porté sur les perceptions des enseignants dans les régions rurales de TerreNeuve de leur capacité actuelle d'appuyer l'usage des technologies d'assistance (TA) dans leurs classes et a cerné de possibles besoins de formation que l'on pourrait combler à distance. Trentedeux éducateurs de régions rurales de Terre-Neuve ont rempli un sondage en ligne comprenant un mélange de questions ouvertes et fermées. Cette évaluation des besoins a exploré cinq dimensions : croyances, compétences, utilisation, perceptions et degré de confort actuels quant aux TA; détermination de besoins de services précis; préférences d'apprentissage; technologie disponible; obstacles potentiels. Les résultats révèlent que les enseignants avaient des attitudes positives quant à l'utilité et à l'utilisation des TA dans leurs classes, mais ne les mettaient pas entièrement en oeuvre avec leurs élèves parce qu'ils percevaient une variété d'obstacles. L'étude CJLT/RCAT Vol. 43 (2) Teachers' Perceptions of the Need for Assistive Technology Training in Rural Schools 2 a cerné un besoin manifeste de formation des enseignants relativement aux TA. Selon les résultats et la recherche, des recommandations sont avancées pour que la formation des enseignants réponde au besoin cerné dans cette étude.

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“…34 A participação em um programa de reabilitação pode minimizar os aspectos negativos do uso da visão residual: a dificuldade para enxergar e o cansaço visual. 35 Dentro do contexto de adaptação dos auxílios ópticos frente à leitura, é importante a elaboração de um processo gradativo que minimize as dificuldades a ela relacionadas, 36 assim favorecendo o uso contínuo da leitura no cotidiano das pessoas com baixa visão.…”

Section: Materiais E Métodounclassified

Avaliação da autonomia em atividades de leitura e escrita de idosos com baixa visão em intervenção fonoaudiológica: resultados preliminares

Monteiro

Carvalho

2013

Rev. bras. geriatr. gerontol.

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ResumoIntrodução: A autonomia e a independência, gerando melhora na qualidade de vida, vêm sendo objeto de estudos nos últimos anos, com a crescente taxa de envelhecimento da população, despertando também o interesse da área oftalmológica, fonoaudiológica e de reabilitação. Objetivo: Conhecer as características desta população e avaliar os resultados dos aspectos visuais e de leitura e escrita em idosos com baixa visão, pré e pós-intervenção fonoaudiológica. Método: Realizou-se estudo descritivo e transversal, avaliando-se 23 sujeitos com baixa visão adquirida, atendidos no ambulatório de Visão Subnormal do Hospital de Clínicas da Universidade Estadual de Campinas (VSN-HC-UNICAMP). O questionário foi aplicado antes e após a intervenção fonoaudiológica, com duração de três encontros. Resultados: A principal doença ocular encontrada foi o glaucoma (47,8%). Quinze pacientes (65,2%) relataram usar algum tipo de auxílio óptico, dentre eles óculos, lupa, telelupa e régua lupa. Antes de participar dos encontros, 34,8% dos sujeitos (n=8) relataram não usar a leitura nem a escrita após a perda visual. Depois de participarem dos encontros, 50,0% (n=4) dos que relataram não mais usar a leitura e a escrita voltaram a utilizá-las. Conclusão: Após a intervenção fonoaudiológica, verificaram-se melhora e frequência de realização das atividades de leitura e escrita. A importância das ações de reabilitação está relacionada à promoção da independência e autonomia para os idosos deficientes visuais. AbstractIntroduction: The autonomy and independence, resulting in improved quality of life, have been studied in recent years, due to the increasing rate of population aging, also arousing the interest of ophthalmology, speech therapy and rehabilitation. Objective: To determine the characteristics of this population and evaluate the results in the visual aspects of reading and writing in elderly with low vision, pre and post speech therapy.

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Assistive technology applied to education of students with visual impairment

Cited by 53 publications

References 4 publications

Optical aids for low vision: use of the Internet to guide teachers of the visually impaired

Optical aids for low vision: use of the Internet to guide teachers of the visually impaired

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

Avaliação da autonomia em atividades de leitura e escrita de idosos com baixa visão em intervenção fonoaudiológica: resultados preliminares

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