AI assistive technology for extending sighted guiding

2021 ◽  
pp. 1-5
Author(s):  
Beatrice Vincenzi
Keyword(s):  
Assistive Technology ◽  
Social Interactions ◽  
Visual Impairments ◽  
Prior Work

Prior work on AI-enabled assistive technology (AT) for people with visual impairments (VI) has treated navigation largely as an independent activity. Consequently, much effort has focused on providing individual users with wayfinding details about the environment, including information on distances, proximity, obstacles, and landmarks. However, independence is also achieved by people with VI through interacting with others, such as through sighted guiding in navigation. Drawing on the concept of interdependence, this research aims to (1) present an exemplary case of interdependence and draw out important implications for designing AI-enabled AT; (2) propose and evaluate a prototype that enhances social interactions in sighted guiding and aids navigation.

scholarly journals Training pre-service general educators in assistive technology competencies for students with visual impairments

2018 ◽  
Vol 37 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Beth Ashby Jones ◽  
Belinda Rudinger ◽  
Nichole Williams ◽  
Stephanie Witcher
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Visual Impairments ◽  
General Education Teachers ◽  
General Educators ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Pre Service Teacher

Teacher knowledge of, and comfort with, assistive technology (AT) is key for student use of AT. Previous research identified the AT competencies needed for instructing students with visual impairments (VI) and level of competency required in each. The authors selected 20 of the competencies most appropriate for general education teachers instructing students with VI and investigated the impact of pre-service teacher training in AT on their self-rated competency levels. Pre-service teachers were given a pre-test (using qualitative and quantitative measures), trained in AT using a scavenger hunt in the AT Lab at the university where the study took place, and then completed a post-test of the same measures. Participants could name more AT software and devices on the post-test and viewed themselves as more competent with regards to the 20 SAT competencies.

Perceptions of Assistive Technology by Teachers of Students with Visual Impairments in Jordan

2020 ◽  
Vol 114 (6) ◽  
pp. 488-501
Author(s):  
Eman Al-Zboon
Keyword(s):  
Assistive Technology ◽  
Low Vision ◽  
Comparative Method ◽  
Visual Impairments ◽  
Negative Effects ◽  
Financial Barriers ◽  
Ethical Practices ◽  
Community Attitudes ◽  
Awareness Programs ◽  
Effective Use

Introduction: Ethical practices and technology are current trends in education for individuals with disabilities. This study investigates the perceptions of assistive technology expressed by teachers of students with visual impairments (i.e., blindness or low vision) in Jordan. Methods: The research involved 20 teachers. Data were collected via semistructured interviews and analysis carried out via the constant-comparative method. Results: The results highlight the challenges that teachers perceive in using assistive technology with their students, particularly regarding computer use, the willingness of a child to use a particular device, the lack of such technologies in schools and in the home, and a lack of training in the home. The results highlight perceived external barriers to the effective use of assistive technology, including those related to finance, training, societal attitudes, and family support. It appears that assistive technology can also have negative effects, which can be considered an ethical issue, since such technologies can expose students with visual impairments to negative community attitudes, addiction, bullying, abuse, and extremism. Discussion: Teachers highlight the issues they experience in using assistive technology with students with visual impairments in Jordan, which can be explained by the contextual conditions in the country. Implications for practitioners: Decision-makers in the field of visual impairment need to consider these issues through providing professional development, addressing financial barriers, and conducting awareness programs for students regarding the effective use of assistive technology.

Assistive Technology Competencies for Teachers of Students with Visual Impairments

2009 ◽  
Vol 103 (8) ◽  
pp. 457-469 ◽  
Author(s):  
Derrick W. Smith ◽  
Pat Kelley ◽  
Nancy J. Maushak ◽  
Nora Griffin-Shirley ◽  
William Y. Lan
Keyword(s):  
Assistive Technology ◽  
Expert Opinion ◽  
Delphi Study ◽  
Visual Impairments ◽  
Technology Competencies

Using the expert opinion of more than 30 professionals, this Delphi study set out to develop a set of assistive technology competencies for teachers of students with visual impairments. The result of the study was the development of a highly reliable and valid set of 111 assistive technology competencies.

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