Perceptions of Teachers of Students with Visual Impairments regarding Assistive Technology: A Follow-up Study to a University Course

Abstract

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.

An investigation of preferences and choices of students with vision impairments on literacy medium for studying

“…According to the United Nations Educational, Scientific and Cultural Organization (UNESCO; 2009), people with visual disabilities are having serious problems while using AT because of the lack of basic Information and Communication Technology (ICT) skills, lack of training, and lack of training materials. Given that technology evolves, there is a need for ongoing and extensive training for teachers to feel comfortable and highly competent in the use of AT (Kamei-Hannan, Howe, Herrera, & Erin, 2012).…”

Catering for the Specialized Needs of Students With Vision Impairment in Mainstream Classes

“…If a document is formatted correctly, electronic braille readers and screen readers can simply read out all the printed information for students. However, this often relies on the teachers' knowledge of how to use such technology, and according to Kamei-Hannen, Howe, Herrera, and Erin (2012) this can be overwhelming for most classroom teachers.…”

Beyond Preservice Special Educators: Embedding Assistive Technology Content Throughout a Teacher Education Program of Study

“…They then recommended that preservice (as well as in-service) preparation programs concentrate on specific areas of AT to improve teacher’s confidence with AT (Li et al, 2012). Other researchers have recommended that all university teacher preparation programs not only develop a course on AT, but also embed AT competencies in their curricula (Kamei-Hannan et al, 2012; Li et al, 2012). Ault and colleagues (2013) indicated that, while rural districts may have access to AT specialists and other related service personnel, they were not always able to attend IEP meetings.…”

“…A continuing challenge of teacher education programs is to appropriately and effectively prepare all educators for the diversity of today’s classrooms, including working with students identified with disabilities (Gay, 2013; Naraian & Surabian, 2014). Many teacher education programs address special education technology content within special education programs of study, often as stand-alone course, and the depth and integration of skills-based competencies can differ greatly across teacher preparation programs, depending on the university and program (Kamei-Hannan, Howe, Herrera, & Erin, 2012). In addition, this content is not always integrated into other courses for deeper understanding, application, and skill building.…”