Use of Assistive Technology by Students with Visual Impairments: Findings from a National Survey

Kelly, Stacy M.

doi:10.1177/0145482x0910300805

Cited by 65 publications

(43 citation statements)

References 8 publications

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“…Formal training is also likely to help reduce the gaps caused by socioeconomic status and other opportunity and resource-related factors. The lack of formal training is also an issue in urban areas in high GDP per capita countries [6,15]. Perhaps the international community may contribute positively to this situation by designing updated training materials that are made available to all people in similar situations around the world?…”

Section: Smartphone Practicesmentioning

confidence: 99%

“…However, the lack of assistive technology use is not unique to low GDP per capita countries. A study from 2009 of visually impaired students in the US [6], which can be classified as a high GDP-per-capita region (world rank 10 in 2020 according to IMF), showed that a majority (more than half) did not use any software-based assistive technology. Moreover, these visually impaired students were not being trained to use assistive technologies in schools, contrary to what the professionals assumed.…”

Section: Introductionmentioning

confidence: 99%

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A glimpse into smartphone screen reader use among blind teenagers in rural Nepal

Sankhi

Sandnes

2020

Disability and Rehabilitation: Assistive Technology

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Purpose: Access to appropriate assistive technology is a challenge worldwide and especially in low GDPper-capita countries. Nepal is one example of a country with several coinciding challenges: some claim having a high rate of blindness in the general population, a low-GDP-per capita and some studies claim it has a low literacy rate, especially in rural areas. Without appropriate assistive technology, some disabled youth may not get full access to education. Methods: To gain insight into assistive technology use in rural Nepal, five blind teenagers in a mixed secondary school with disabled and non-disabled students in rural Nepal were interviewed about their daily smartphone use. Results: The results show that all the participants used screen readers on donated smartphones. None of the participants had received formal training in using smartphone screen readers and therefore lacked knowledge about basic and essential operational aspects of the devices as well as misguided expectations about the technology. Conclusions: One implication of the findings is that smartphone accessibility features training material needs to be made easily available to schools and all disabled youth worldwide, as smartphones are increasingly becoming available in low-income remote regions with low literacy rates. The built-in accessibility features of smartphones promise disabled youth a non-stigmatizing platform for social participation and access to the information society. ä IMPLICATIONS FOR REHABILITATION The built-in accessibility features of smartphones provide disabled youth a non-stigmatizing practical platform for social participation and access to education. Training material on how to use smartphone accessibility features needs to be made easily available to schools and all disabled youth worldwide.

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Section: Smartphone Practicesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A glimpse into smartphone screen reader use among blind teenagers in rural Nepal

Sankhi

Sandnes

2020

Disability and Rehabilitation: Assistive Technology

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“…Thurlow, Johnstone, Timmons and Altman (2009) found a pressing need for technology-based reading assessment for the visually impaired in the U.S. Kelly (2009) investigated the use of assistive technology by visually impaired students in the United States. Findings show that a majority of these students were not using assistive technology.…”

Section: Literature Reviewmentioning

confidence: 99%

Assistive Technology Divide: A Developing Country Perspective

Adum¹,

Ekwugha²,

Aguocha³

2019

DCS

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Use of ICTs, in relation to physical challenge, especially visual impairment, is a problematic issue. This study explored awareness, accessibility and use of specialized ICTs among visually impaired adults in selected urban cities in South-eastern Nigeria. Thirty In-depth Interviews were conducted among visually impaired students and government employees. The study established a general awareness of ICTs, and limited awareness of specialized ICTs, among these visually impaired persons. It also found that use of specialized ICTs among them appeared a distant reality. This led to the conclusion that a 'divide' exists in terms of accessibility and use of assistive technology for the visually impaired persons in this region. The study recommended individual and governmental interventions, to help bridge this 'divide'.

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“…The use of Adaptive Technology in VIP learning may still be considered modest. In the USA, for instance, only 59% of the 71% of VIP students (able to use this kind of technology) have a factual opportunity to do this [4]. Adaptive Technology has had an unimportant role in the whole education process due to two important factors: high cost, and small number of teachers who really bring significance to its use in actual classrooms.…”

Section: Adaptive Technology and Vip Learningmentioning

confidence: 99%

“…Diminishing (1) from (2) gives (3), which can be rewritten as (4). The final value of S (5) is the summation representing Sissa's reward.…”

mentioning

confidence: 99%

A Dynamic Environment to the Learning of Geometric Concepts by Visually Impaired People: A Brazilian Case Study

Figueira¹,

Lima²,

Borges

et al. 2015

computer

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The learning of geometric concepts by Visually Impaired People (VIP) is a huge challenge. This paper presents a new dynamic computer-based environment for the learning of geometric concepts through adaptive technology. A case study on learning of geometric concepts in VIP classrooms using the proposed environment is detailed. Several experiments carried out with signed subjects (control group) and VIP subjects (experimental group) using the proposed method is also discussed. The results of this case study have shown that: i. the learning of geometric concepts by the VIP students was done through a peremptory and autonomous way; ii. the VIP students improved their ability to learn, retain and apply obtained concepts in other contexts; iii. the environment innovated the VIP geometry learning and increased their logical reasoning iv. the continuous use of the environment have enabled them to improve their spatial positioning and motions; v. the environment exhibited a superior performance than the classical geometry teaching in VIP classrooms. The main result of the experiments is that VIP students required (in average) only 20% of the time that was required in classical classes for solve correctly all proposed exercises.

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Use of Assistive Technology by Students with Visual Impairments: Findings from a National Survey

Cited by 65 publications

References 8 publications

A glimpse into smartphone screen reader use among blind teenagers in rural Nepal

A glimpse into smartphone screen reader use among blind teenagers in rural Nepal

Assistive Technology Divide: A Developing Country Perspective

A Dynamic Environment to the Learning of Geometric Concepts by Visually Impaired People: A Brazilian Case Study

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