The perception and use of technology within braille instruction: A preliminary study of braille teaching professionals

Martiniello, Natalina; Wittich, Walter; Jarry, Anne

doi:10.1177/0264619618775765

Cited by 8 publications

(5 citation statements)

References 12 publications

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“…Several participants in this study found it hard to teach braille and help support the use of braille technology devices such as braille notetakers in remote learning environments. Contrary to the claims of Martiniello et al (2018) that TVIs perceived the use of technology in braille instruction as a motivator and as a tool that can generate more positive learning outcomes, participants in this study reported frustrations of students around using devices for access and instructions of braille. This finding highlights the importance of professional development training on blindness technologies as it may be difficult to teach braille virtually without TVIs being proficient in such technologies themselves.…”

Section: Discussioncontrasting

confidence: 99%

Impact of COVID-19 on services for students with visual impairment: Experiences and lessons from the field

Correa-Torres

Muthukumaran

2022

British Journal of Visual Impairment

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With schools under intense pressure to deliver high-quality instruction during the Coronavirus (COVID-19) pandemic, education in the 2020–2021 school year was different than typical, especially for students with disabilities including those who are visually impaired (VI). Schools all over the world struggled to figure out the best ways to provide services for students and meet their needs, from fully online learning to hybrid education and in-person school. The purpose of this qualitative study was to understand the experiences of professionals who work with students with VI during the early days of the COVID-19 pandemic. Fifteen educators of students with VI participated in this study. Participants were asked to share their experiences when providing services to students who are VI during the first 9 months of the COVID-19 pandemic. Findings for this study identified four major themes as follows: (1) changes in delivery of services; (2) challenges in teaching and learning; (3) opportunities for teaching and learning; and (4) learnings to apply in the future. Recommendations for professionals working with students who are VI highlighting the importance of professional development training on technologies and maintaining strong connection with families will be discussed. Suggestions for personnel preparation programs and school districts on how to support pre-service and in-service educators of students with VI will also be addressed.

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Section: Discussioncontrasting

confidence: 99%

Impact of COVID-19 on services for students with visual impairment: Experiences and lessons from the field

Correa-Torres

Muthukumaran

2022

British Journal of Visual Impairment

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“…A federal report published by the CNIB and other vision care associations highlighted the service gaps for certain populations in Canada, including the young, older adults, and Indigenous populations (National Coalition for Vision Health, 2010). It was found that technology, though having a promising role to benefit patients with VL, is often not available or used, for instance, Argus II retinal prosthesis in VR or use of technology for braille instruction to older clients (Markowitz et al, 2018; Martiniello et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

A scoping review of vision rehabilitation services in Canada

Jaiswal

Santhakumaran

Walker

et al. 2021

British Journal of Visual Impairment

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Around 1.5 million Canadians live with some form of vision impairment. The demand for vision rehabilitation (VR) services is projected to increase as the number of older adults with age-related vision loss rises. To inform programmes and policies for VR, we aimed to answer two research questions: (1) How are VR services delivered in Canada? and (2) If gaps exist in current delivery of VR services, how can they be characterized? We used Arksey and O’Malley scoping review framework. A comprehensive search of five databases (PubMed, CINAHL/EBSCO, EMBASE, ProQuest, and Global Health) was performed during January 2019 and then updated in March 2021. Index terms and keywords relating to vision loss or impairment and rehabilitation were used. Non-peer-reviewed (grey) literature, in the form of reports and policies on VR in Canada, was sourced via Google/Google Scholar. To be included, sources had to (1) focus on VR services in Canada, (2) be available in English or French, and (3) be published after 2003. Data were extracted and analysed thematically to describe VR services across provinces and to identify gaps in service delivery in Canada. Out of 1311 studies identified, 62 were included. Findings indicate that the structure of VR services as well as provincial funding for assistive devices varies across provinces. The reported gaps at the level of service providers, users, and delivery systems were lack of awareness about the benefits of VR, limited collaboration and coordinated services between eye care and VR services, delayed referral to VR, shortage of specialists, and insufficient funding and training for vision devices. This article describes VR services in Canada and documents important gaps in VR services and research evidence across provincial jurisdictions. Future work to address gaps, and develop and evaluate interventions to facilitate optimal VR services is imperative.

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“…We also examined item metadata and telemetry data coding and observational ratings due to the cautions in interpreting this type of data from BVI test takers (i.e., misinterpreting log files or other output, or variations in what can be captured due to 3 rd party assistive technology devices, Laitusis, 2022). This exploration provided insight to the importance of test administrator training so that the navigation assistance for the assistive technology is provided equitably across the different teachers of the blind and visually impaired and test administrators (e.g., Martiniello et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

English learners who are blind or visually impaired: A participatory design approach to enhancing fairness and validity for language testing accommodations

2023

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Standardizing accessible test design and development to meet students’ individual access needs is a complex task. The following study provides one approach to accessible test design and development using participatory design methods with school community members. Participatory research provides opportunities to empower collaborators by co-creating knowledge that is useful for assessment development. In this study, teachers of students who are visually impaired, students who are blind or are visually impaired, English language teachers, and test administrators provided feedback at critical stages of the development process to explore the construct validity of English language proficiency (ELP) assessments. Students who are blind or visually impared need to be able to show what they know and can do without impact from construct-irrelevant variance like language acquisition or disability characteristics. Building on our iterative accessible test design, development, and delivery practices, and as part of a large project on English-learner proficiency test accessibility and usability, we collected rich observation and interview data from 17 students who were blind or visually impaired and were enrolled in grades kindergarten through Grade 12. We examined the ratings and item metadata, including assistive technology preferences and interactions, while we used grounded theory approaches to examine qualitative thematic findings. Implications for research and practice are discussed.

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The perception and use of technology within braille instruction: A preliminary study of braille teaching professionals

Cited by 8 publications

References 12 publications

Impact of COVID-19 on services for students with visual impairment: Experiences and lessons from the field

Impact of COVID-19 on services for students with visual impairment: Experiences and lessons from the field

A scoping review of vision rehabilitation services in Canada

English learners who are blind or visually impaired: A participatory design approach to enhancing fairness and validity for language testing accommodations

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