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.

scholarly journals Physical Performance of Participants of Sports Education Camps for Children with Visual Impairments

2019 ◽  
Vol 113 (1) ◽  
pp. 32-42
Author(s):  
John McMahon ◽  
Robert S. Wall Emerson ◽  
Paul Ponchillia ◽  
Amy Curtis
Keyword(s):  
Physical Performance ◽  
Low Vision ◽  
Visual Impairments ◽  
Secondary Analysis ◽  
Negative Effects ◽  
Short Term ◽  
Standing Long Jump ◽  
Overarm Throw ◽  
Long Jump ◽  
Students Attitudes

Introduction: Youths with visual impairments (i.e., those who are blind or have low vision) often demonstrate reduced involvement in sports and related negative effects. This study looked at data from sports education camps to see whether involvement in this short-term intervention positively affected the performance of component sports skills such as running, throwing, and catching. Methods: This study is a secondary analysis of interview and performance data taken at sports education camps in one of 12 U.S. states in the years 1989, 1996, and 2000–2010. Data included questions about students’ attitudes toward and involvement in physical activities and sports. Skill performance measured before and after each camp included standing long jump, overarm softball throw, underarm softball throw, and goalball throw. Results: First-time attendees at the sports education camps demonstrated significant improvement in overarm throw, underarm throw, and standing long jump. Boys had slightly greater increases in standing long jump and overarm throw, and girls had a larger increase in underarm throw. Participants who initially felt safe running improved more in overarm throw and those who initially felt unsafe running improved more in underarm throw and standing long jump. Girls and those who initially felt unsafe running had a significant increase in goalball throwing speed. Discussion: The sports education camp model of short-term intervention for basic sports skill instruction is highly effective in improving physical performance for students who are visually impaired. Implications for practitioners: Students with visual impairments who are demonstrating negative effects from not being active or involved in sports might positively benefit from involvement in a sports education camp.

scholarly journals Bringing Things Closer: Enhancing Low-Vision Interaction Experience with Office Productivity Applications

2021 ◽  
Vol 5 (EICS) ◽  
pp. 1-18
Author(s):  
Hae-Na Lee ◽  
Vikas Ashok ◽  
IV Ramakrishnan
Keyword(s):  
Assistive Technology ◽  
User Study ◽  
State Of The Art ◽  
Low Vision ◽  
Spatial Separation ◽  
Usability Study ◽  
Presentation Software ◽  
Screen Magnifier ◽  
Word Processors ◽  
Grid Layout

Many people with low vision rely on screen-magnifier assistive technology to interact with productivity applications such as word processors, spreadsheets, and presentation software. Despite the importance of these applications, little is known about their usability with respect to low-vision screen-magnifier users. To fill this knowledge gap, we conducted a usability study with 10 low-vision participants having different eye conditions. In this study, we observed that most usability issues were predominantly due to high spatial separation between main edit area and command ribbons on the screen, as well as the wide span grid-layout of command ribbons; these two GUI aspects did not gel with the screen-magnifier interface due to lack of instantaneous WYSIWYG (What You See Is What You Get) feedback after applying commands, given that the participants could only view a portion of the screen at any time. Informed by the study findings, we developed MagPro, an augmentation to productivity applications, which significantly improves usability by not only bringing application commands as close as possible to the user's current viewport focus, but also enabling easy and straightforward exploration of these commands using simple mouse actions. A user study with nine participants revealed that MagPro significantly reduced the time and workload to do routine command-access tasks, compared to using the state-of-the-art screen magnifier.

A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use when Providing Orientation and Mobility Services

2021 ◽  
pp. 0145482X2110180
Author(s):  
Nora Griffin-Shirley ◽  
Laura Bozeman ◽  
The Nguyen ◽  
Vitalis Othuon ◽  
Anita Page ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Online Survey ◽  
Low Vision ◽  
Visual Impairments ◽  
Teaching Techniques ◽  
Preparation Programs ◽  
Self Advocacy ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Immersion Training

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percentage of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

scholarly journals Exploring the role of an emotional support and counselling service for people with visual impairments

2013 ◽  
Vol 31 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Suzanne Hodge ◽  
Wally Barr ◽  
Louise Bowen ◽  
Martina Leeven ◽  
Paul Knox
Keyword(s):  
Emotional Support ◽  
Service Providers ◽  
Low Vision ◽  
Visual Impairments ◽  
Well Being ◽  
Service Users ◽  
Social Changes ◽  
Psychological Well Being ◽  
Mixed Methods Evaluation

There is growing evidence of the need for services to address the emotional support needs of people with visual impairments. This article presents findings from a mixed methods evaluation of an emotional support and counselling (ESaC) service delivered within an integrated low vision service, focusing primarily on the qualitative findings. Data collected using a standardised measure of psychological well-being (Clinical Outcomes in Routine Evaluation–Outcome Measure; CORE-OM) show an improvement in the psychological well-being of clients of the service between baseline and follow-up assessment. Qualitative findings from interviews with service users and service providers help to illustrate and explain the experiences underlying the quantitative findings. The ESaC services are shown to be helpful to service users in two particular ways: helping them to normalise their experiences by talking to an impartial listener and helping them to accept and adapt to the physical, emotional and social changes in their lives resulting from their visual impairment.

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

2021 ◽  
Vol 115 (1) ◽  
pp. 28-41
Author(s):  
Lauren J. Lieberman ◽  
Katie Ericson ◽  
Maria Lepore-Stevens ◽  
Karen Wolffe
Keyword(s):  
Focus Group ◽  
Independent Living ◽  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
Structured Learning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Expanded Core Curriculum ◽  
Children With Visual Impairments

Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

Effects of a Disability Simulation Activity on the Achievement, Efficacy, Attitudes, and Interests of Preservice Professionals

2021 ◽  
pp. 0145482X2110466
Author(s):  
Alexandra Hollo ◽  
Carla B. Brigandi ◽  
Casey M. Jelsema ◽  
Mingming Shi
Keyword(s):  
Visual Impairment ◽  
Skill Acquisition ◽  
Professional Education ◽  
Low Vision ◽  
Visual Impairments ◽  
Cluster Randomized Trial ◽  
Single Class ◽  
Related Services ◽  
Disability Simulation ◽  
Experimental Group

Introduction: Disability simulation activities are commonly used for various purposes in higher education; however, instructors may be unaware of controversies regarding their use. The purpose of this research was to assess the effects of an activity using low vision goggles to simulate visual impairment in the context of an undergraduate course in special education. We highlight the need for instructors to consider the appropriateness of disability simulation activities given possible countertherapeutic effects. Methods: In this cluster-randomized trial, 11 classes (248 students) of preservice education and related services professionals were randomized to experimental (lecture + simulation) or control (lecture only) conditions. During a single class session, all students received basic information about visual impairment and watched a video on being a human guide. Students in the experimental group then practiced guiding and being guided while wearing low vision goggles. At the end of class, students completed three Likert-type surveys and later completed a quiz using publisher-developed materials. Results: Results showed individuals in the experimental group reported higher levels of interest and enjoyment than those in the control condition; however, there were no statistically significant differences in attitudes toward persons with visual impairments, confidence or self-efficacy for working with students with visual impairments, content knowledge, or perceptions of activity usefulness. Discussion: Findings of positive engagement in the absence of harmful effects indicate that disability simulation activities should be neither promoted nor denigrated wholesale; instead, instructors must weigh carefully potential benefits and drawbacks. Discussion includes considerations for professional education programs in using such simulations to promote skill acquisition via positive and respectful learning experiences. Implications for practitioners: Instructors who use disability simulation activities are encouraged to consider whether to discontinue this practice or incorporate principles recommended by the disability community and assess outcomes to ensure they are not perpetuating harmful stereotypes.

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.

scholarly journals Modern Educational Technologies and National Interests

2021 ◽  
Vol 12 (6) ◽  
pp. 1348-1355
Author(s):  
Emin Garibli, Aysel Garibli
Keyword(s):  
Lifelong Learning ◽  
New Technologies ◽  
Mother Tongue ◽  
Educational Technologies ◽  
Negative Effects ◽  
National Interests ◽  
Positive Effects ◽  
Remote Training ◽  
The Right ◽  
Effective Use

As we know, one of the lifelong learning forms, which is the correspondence education, has received a wide circulation in our country. However, we have recently mentioned that the type of education should be adapted to modern conditions. As a way out from this situation, the article analyzed the specifics of the distance and supplementary education in the world and the stages of development. Mechanisms of application of existing educational technologies in Azerbaijan were studied. In order to achieve the goals mentioned in the article, the relevant legislation of Azerbaijan has been prepared and recommendations for institutional reforms have been prepared. In the context of globalization, the development of new technologies has negative effects, though there are positive effects. The strengthening of globalization leads to the inequality of development among countries, the sharp differences in the living standards of the population, the escalation of language, religion, traditions and, ultimately, the weakening of national state institutions. In this case, the protection and development of the state language is of great importance and special attention should be paid to this problem. At the end of the article, we came to the problem from another aspect, and we believe that if we use the right technologies properly and precisely, it can be achieved through the promotion of mother tongue.  Our compatriots living abroad will be able to acquire new knowledge and will not forget and develop their mother tongue with effective use of remote training technologies. Millions of our compatriots living abroad will be able to benefit from these advantages. In order to achieve this, it is important to use the modern IT technologies' innovations as well as the effective use of language teaching methods for language development carried out by linguists. We believe that there is a relationship between these two factors, and when analyzing lifelong learning issues, there is a need for two aspects. At the end, it should be noted that we have to analyze the problem from different perspectives and make suggestions.

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