Assistive Technology Competencies of Teachers of Students with Visual Impairments: A Comparison of Perceptions

2011 ◽  
Vol 105 (9) ◽  
pp. 533-547 ◽  
Author(s):  
Li Zhou ◽  
Derrick W. Smith ◽  
Amy T. Parker ◽  
Nora Griffin-Shirley
2009 ◽  
Vol 103 (8) ◽  
pp. 457-469 ◽  
Author(s):  
Derrick W. Smith ◽  
Pat Kelley ◽  
Nancy J. Maushak ◽  
Nora Griffin-Shirley ◽  
William Y. Lan

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.


2012 ◽  
Vol 106 (10) ◽  
pp. 656-665 ◽  
Author(s):  
Li Zhou ◽  
Paul M. Ajuwon ◽  
Derrick W. Smith ◽  
Nora Griffin-Shirley ◽  
Amy T. Parker ◽  
...  

2018 ◽  
Vol 37 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Beth Ashby Jones ◽  
Belinda Rudinger ◽  
Nichole Williams ◽  
Stephanie Witcher

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.


2020 ◽  
Vol 114 (6) ◽  
pp. 488-501
Author(s):  
Eman Al-Zboon

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.


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