The Impact of the Perspectives of Teachers and Parents on the Literacy Media Selections for Independent Study of Students who are Visually Impaired

Abstract

This study explored the choices of literacy media for independent study of students with visual impairments. The predictors that were taken into account were teachers' use of technology, experience in teaching, and mastery of braille and the knowledge of braille of students, parents, and close friends.

Accessibility of e-Learning and Computer and Information Technologies for Students with Visual Impairments in Postsecondary Education

“…Some Canadian government programs that provide adaptive computer technologies to students with visual impairments for off-campus use offer only one type of technology-text-to-speech screen readers, for example. As Argyropoulos, Sideridis, and Katsoulis (2008) noted, there has been little research on the extent to which postsecondary students with visual impairments use one type of adaptive computer technology or several. Therefore, we examined the adaptive computer technologies used by students who indicated that they were blind and those who indicated that they had low vision.…”

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

“…It is argued that the lack of teachers’ training in AT constitutes one of the main reasons why it is being underutilized from both students with VI and their teachers. Despite the fact that teachers recognize the significance of using AT, most of them believe they have inadequate skills to integrate AT into their teaching (Abner & Lahm, 2002; Argyropoulos et al, 2008; Kapperman, Sticken, & Heinze, 2002; Tsiakali & Argyropoulos, 2015; Zhou et al, 2011). 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.…”

“…The authors developed a descriptive survey with items and questions from instruments that have been used by other researchers (Argyropoulos et al, 2008; Erin et al, 2006; Lusk & Corn, 2006). The questionnaire consisted of two main parts: demographic characteristics (first part) and choices of literacy mediums for study (second part).…”

“…Research on the use of AT has shown that although AT is beneficial for the education, employment, and daily lives of individuals with VIs (Cooper & Nichols, 2007; Gerber, 2003; Strobel, Fossa, Arthanat, & Brace, 2006), it seems that it is significantly underutilized (Zhou, Parker, Smith, & Griffin-Shirley, 2011). The notion of studying through a variety of mediums is relatively new and constitutes a challenge for both students and educators (Argyropoulos, Sideridis, & Katsoulis, 2008). Although it has been strongly suggested by D’Andrea (2012) that students with VI would be much benefitted by the use of AT alongside traditional mediums (braille and large print), little evidence-based data have been obtained regarding the effectiveness of AT in students with VI (Kelly & Smith, 2011).…”

Study of an inclusive intervention programme in pictorial perception with blind and sighted students

“…The advances in new technologies are gradually being implemented, like in the study of Argyropoulos, Sideridis, and Katsoulis (2008). A notable example is the multimedia format 'Daisy' (Ribere and Moese 2008), which integrates text, sound, images and video in a synchronised sequence.…”