The influence of assistive technology devices on the performance of activities by visually impaired

Abstract

Perception of topical ocular drug delivery: comparison between eyedrop instillation in open eyes and vaporisation in closed eyes Percepção da aplicação tópica ocular de drogas: comparação entre instilação de gotas em olhos abertos e vaporização em olhos fechados

Usabilidade de Aplicativos de Tecnologia Assistiva por Pessoas com Baixa Visão

“…Considering the advantages indicated in terms of practicality, ease of access, economic factors, less stigmatizing characteristics, the plurality of visual conditions that can meet the difficulties of access to reading faced by this population, most participants recalled the schooling phase, pointing out the facilities that these applications would have provided if they existed at that time. Thus, starting from the range of applications and tasks performed in this research, and from the problems raised in the research regarding unavailability, denial and lack of access to conventional resources of AT in schools (Ferroni & Gasparetto, 2012;Alves et al, 2009, Rabello et al, 2014Janial & Manzini, 1999), smartphone and tablet applications reveal their potential in solving the reading and writing difficulties faced by low vision students. Thus, the challenge is to raise the awareness of the population in general about the potential of these devices, whether at school or outside, and to develop programs to disseminate and teach these new possibilities in AT.…”

“…Support for reading activities was unanimously mentioned by the participants. The difficulties in this task are highlighted as the most common for people with low vision (Smith, 2008;Alves et al, 2009;Rabello et al, 2014). People with low vision may experience reading difficulties even helped by optical and non-optical resources (Rabello, 2014;Alves, 2009), difficulties in reading what they have written, and in understanding texts when reading is done by another person, since each person performs the reading in a different way, both in relation to time and to the inferences made, which are individual and shape the meaning of what is read (Monteiro & Carvalho, 2013).…”

“…The difficulties in this task are highlighted as the most common for people with low vision (Smith, 2008;Alves et al, 2009;Rabello et al, 2014). People with low vision may experience reading difficulties even helped by optical and non-optical resources (Rabello, 2014;Alves, 2009), difficulties in reading what they have written, and in understanding texts when reading is done by another person, since each person performs the reading in a different way, both in relation to time and to the inferences made, which are individual and shape the meaning of what is read (Monteiro & Carvalho, 2013). In order to overcome these difficulties, Alves et al (2009) and Rabello et al (2014) point to the benefits of the combined use of Information and Communication Technology (ICT) resources, such as screen magnifiers and screen readers and texts in computers.…”

“…People with low vision may experience reading difficulties even helped by optical and non-optical resources (Rabello, 2014;Alves, 2009), difficulties in reading what they have written, and in understanding texts when reading is done by another person, since each person performs the reading in a different way, both in relation to time and to the inferences made, which are individual and shape the meaning of what is read (Monteiro & Carvalho, 2013). In order to overcome these difficulties, Alves et al (2009) and Rabello et al (2014) point to the benefits of the combined use of Information and Communication Technology (ICT) resources, such as screen magnifiers and screen readers and texts in computers. Although the authors did not mention the use of smartphone and tablet applications as ICT resources, this research corroborates with the notes made, broadening the perspective of rehabilitation, health and education professionals to the advantages of using these devices in access to reading and writing.…”

“…Thus, we note that there are a variety of resources that can be used by people with low vision, allowing them functionality in the tasks. Several researches point out that these AT devices are potentially beneficial for people with low vision, especially around school age (Alves et al, 2009;Ferroni & Gasparetto, 2012;Janial & Manzini, 1999;Rabello, Gasparetto, Alves, Monteiro, & Carvalho, 2014). However, evidence indicates that, in Brazil, the lack of training of teachers and the lack of knowledge of the visually impaired people about AT resources, in addition to the scarcity/absence of resources in the school, and specialized professionals to advise the evaluation and the implementation of AT hinder the access and use of these valuable resources (Ferroni & Gasparetto, 2012;Alves et al, 2009;Rabello et al, 2014;Janial & Manzini, 1999).…”