Understanding the Impact of TVIs on Technology Use and Selection by Children with Visual Impairments

Abstract

The use of technology in educational settings is extremely common. For many visually impaired children, educational settings are the first place they are exposed to the assistive technology that they will need to access mainstream computing devices. Current laws provide support for students to receive training from Teachers of the Visually Impaired (TVIs) on these assistive devices. Therefore, TVIs play an important role in the selection and training of technology. Through our interviews with TVIs, we discovered the factors that impact which technologies they select, how they attempt to mitigate the stigma associated with certain technologies, and the challenges that students face in learning assistive technologies. Through this research, we identified three needs that future research on assistive technology should address: (1) increasing focus on built-in accessibility features, (2) providing support for independent learning and exploration, and (3) creating technologies that can support users with progressive vision loss. CCS CONCEPTS • Human-centered computing • Accessibility • Empirical studies in accessibility KEYWORDS assistive technology; teachers of the visually impaired; children with visual impairments

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“…Fifteen studies were included for this study. Five of the studies were conducted outside of the United States: Alves et al [2] (Brazil), Ampratwum et al [3] (Ghana), Baker, Milne, and Ladner [27] (Norway), Wong and Cohen [23], and Wong and Law [24] (Singapore) and 12 studies were conducted in the United States. The studies used different methodologies to collect data: qualitative research method, single subject design, case study, mixed method, Delphi method, and survey research.…”

“…The studies included in this review examined the effectiveness of AT in different areas: improving reading and writing skills [5], increasing access to Internet [6], and developing social skills [3]; [9]; [19]; [27].…”

“…Shinohara and Wobbrock [19] found that since AT provides comparable access to the Internet, individuals with disabilities can balance complex relationships with their different environments, such as travel, work, friends, and education. The participants stated that the most used AT devices in social interactions were screen readers because mainstream technology devices, such as cell phones and laptops, were portable and inconspicuous [19]; [27].…”

“…The researchers [27] interviewed with TVIs to determine how children with VI are using AT devices in education settings and how TVIs are training them to use those AT devices at school. The results [27] showed that students with VI use high-tech devices such as Braille note-taker; refreshable Braille display (creating Braille characters by popping up dots through holes in a flat surface. Integrated with a keyboard); magnification tools and software; CCTV (video magnifier); and screen readers.…”

“…Integrated with a keyboard); magnification tools and software; CCTV (video magnifier); and screen readers. The researchers [27] found that TVIs are training their students on a wide variety of mainstream devices with AT (e.g., iPads and computers with magnifiers and screen readers). The mainstream devices were often used an AT because having students using the same technology makes it easier for them to collaborate.…”