Perceptions of High-Tech Assistive Technology Held by Students With Visual Impairments

Abstract

Students who have visual impairments (i.e., those who are blind or have low vision) have additional difficulties accessing educational materials as compared to their typically sighted peers. Research indicates a principal barrier faced by children who are visually impaired is that educational materials are not being provided on a consistent basis in the students’ preferred reading format (Opie, 2018). It is important for students who have visual impairments to be provided curriculum via instructional modifications or assistive technology to support their unique and individual learning needs. Assistive technology promotes increased independence for students who are visually impaired, regardless of their ability level, and enables them to perform tasks that would otherwise have been difficult or impossible to perform (Allman & Lewis, 2014). According to Smith and Kelley, teacher preparation programs “have an obligation to train teachers in the necessary knowledge, skills, and motivation to provide a bridge between students and technology” (2007, p. 429). Allman and Lewis (2014) report that teachers of students with visual impairments need to be prepared to teach their students assistive technology skills that are both general and device-specific, depending on the student’s needs. These skills are necessary to allow for students’ full participation in their education, employment, and daily life. However, devices can become an additional obstacle for students with a visual impairment to overcome if they are not trained and educated in the use of appropriate assistive technology. Research suggests teachers of students with visual impairments are receiving limited training in assistive technology, and the evaluation process for assistive technology during their teacher preparation programs. It is noted that, as early as 1990, teachers of students with visual impairments lacked confidence in their ability to successfully teach assistive technology; these problems persist nearly two decades later (Abner & Lahm, 2002; Parker et al., 1990; Smith & Kelley, 2007). If teachers of students with visual impairments are not confident in their abilities regarding assistive technology, students will continue to receive services that are not meeting their needs. Despite the lack of a standard assistive technology evaluation, there are various tools that may be utilized to help guide assistive