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.

Assistive Technology Competencies for Teachers of Students with Visual Impairments: A National Study

2012 ◽  
Vol 106 (10) ◽  
pp. 656-665 ◽  
Author(s):  
Li Zhou ◽  
Paul M. Ajuwon ◽  
Derrick W. Smith ◽  
Nora Griffin-Shirley ◽  
Amy T. Parker ◽  
...  
Keyword(s):  
Assistive Technology ◽  
Visual Impairments ◽  
National Study ◽  
Technology Competencies

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.

Orientation and Mobility Career, College, and Community Readiness Standards: A Delphi Study

2019 ◽  
Vol 113 (3) ◽  
pp. 220-234
Author(s):  
Mary J. Tellefson ◽  
William S. Koehler ◽  
Kathryn D. Botsford ◽  
Leanne Cook
Keyword(s):  
General Education ◽  
Common Core ◽  
Performance Indicators ◽  
Delphi Study ◽  
Visual Impairments ◽  
Performance Standards ◽  
Community Readiness ◽  
Career College ◽  
Orientation And Mobility ◽  
End Of Grade

Introduction: Performance standards drive current instructional practice. Disability-specific curricula is a critical component in preparing children for postsecondary transition. Currently, no standards govern instruction in orientation and mobility (O&M) skills for children with visual impairments. Standards for O&M would provide structure for educational equity in assuring that students with visual impairments receive a free and appropriate education. Method: This study used Delphi survey methods to determine consensus on the validity of the Orientation and Mobility Career, College, and Community Readiness Standards (O&M CCCRS). Consensus was measured as 80% or better agreement. Three survey rounds were initiated and two were completed by a purposive sample of certified orientation and mobility specialist (COMS) from two participant groups: Seven COMS from primary and secondary school–based settings and three from personnel preparation. Results: This Delphi study achieved consensus on the O&M CCCRS five student-performance standards (end of Grade 12 or age 21 years) as well as the corresponding age- and grade–level performance indicators at ages 24 months, 4 years, end of Grade 3, end of Grade 7, and end of Grade 12. Consensus was reached on all but two performance indicators (83 of the 85). Discussion: The Round 1 survey established validity of five O&M Domains: (1) Concept Development, (2) Sensory Development, (3) Orientation and Mapping, (4) Travel Techniques, and (5) Communication, Personal Safety, and Advocacy. Subsequent survey rounds found that 80% of participants agreed on the inclusion of 83 of the 85 performance indicators corresponding to those domains. Implications for practitioners: Alignment of O&M standards to Common Core Standards empowers teams to justify the instructional time, to document skill acquisition relative to the benchmarks of general-education peers, and to show where O&M skills support progress in common core and state learning standards.

Fake news and brand management: a Delphi study of impact, vulnerability and mitigation

2019 ◽  
Vol 29 (2) ◽  
pp. 246-254 ◽  
Author(s):  
Andrew Flostrand ◽  
Leyland Pitt ◽  
Jan Kietzmann
Keyword(s):  
Expert Opinion ◽  
Delphi Study ◽  
Social Life ◽  
Brand Management ◽  
Mitigation Strategies ◽  
Fake News ◽  
Content Type ◽  
Management Domain ◽  
International Panel ◽  
The Impact

Purpose Fake news is presently one of the most discussed phenomena in politics, social life and the world of business. This paper aims to report the aggregated opinions of 42 brand management academics on the level of threat to, the involvement of, and the available actions of brand managers resulting from fake news. Design/methodology/approach A Delphi study of 42 academics with peer-reviewed publications in the brand management domain. Findings The study found that on some dimensions (e.g. the culpability of brand managers for incentivizing fake news by sponsoring its sources), expert opinion varied greatly. Other dimensions (e.g. whether the impact of fake news on brand management is increasing) reached a high level of consensus. The general findings indicate that fake news is an increasing phenomenon. Service brands are most at risk, but brand management generally is need of improving or implementing, fake news mitigation strategies. Research limitations/implications Widely diverse opinions revealed the need for conclusive research on the questions of: whether brands suffer damage from sponsoring fake news, whether fake news production is supported by advertising and whether more extensive use of internet facilitated direct interactions with the public through crowdsourcing increased vulnerability. Practical implications Experts agreed that practitioners must become more adept with contemporary tools such as fake news site blacklists, and much more aware of identifying and mitigating the brand vulnerabilities to fake news. Social implications A noteworthy breadth of expert opinion was revealed as to whether embellished or fabricated brand narratives can be read as fake news, inviting the question as to whether brands now be held to higher standards of communication integrity. Originality/value This paper provides a broad-shallow exploratory overview of the professional opinions of a large international panel of brand management academics on how the recent arrival of industrial fake news does, and will, impact this field.

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