Smartphones and tablets incorporate built-in accessibility features, but little is known about their impact within the visually impaired population. This study explored the use of smartphones and tablets, the degree to which they replace traditional visual aids, and factors influencing these decisions. Data were collected through an anonymous online survey targeted toward visually impaired participants above the age of 18, whom had been using a smartphone or tablet for at least three months. Among participants (n = 466), 87.4% felt that mainstream devices are replacing traditional solutions. This is especially true for object identification, navigation, requesting sighted help, listening to audiobooks, reading eBooks and optical character recognition. In these cases, at least two-thirds of respondents indicated that mainstream devices were replacing traditional tools most or all of the time. Users across all ages with higher selfreported proficiency were more likely to select a mainstream device over a traditional solution. Our results suggest that mainstream devices are frequently used amongst visually impaired adults in place of or in combination with traditional assistive aids for specific tasks; however, traditional devices are still preferable for certain tasks, including those requiring extensive typing or editing. This provides important context to designers and rehabilitation personnel in understanding the factors influencing device usage.

Purpose: To explore variables related to how well the information and communication technologies (ICTs) related needs of students with different disabilities are being met on campus at institutions of higher education, at home and in e-learning contexts. We also explore the disciplines and programmes pursued by students with different disabilities and the specialised ICTs they use. Method: A total of 1,354 Canadian university and junior/community college students with various disabilities completed the POSITIVES Scale. Results: Post-secondary students often have several disabilities which may affect how easily they can use ICTs. Students’ disabilities also influence the specialised ICTs they use and how well their ICT-related needs are being met. While the findings indicate that, overall, students’ ICT-related needs are generally well met, the results also show that these are better met on campus than at home, and at colleges than at universities. This is not related to institution size or to students’ disciplines. Conclusions: Our results show more favourable than unfavourable findings. Nevertheless, there are concerns around the availability of computers with adaptive software/hardware in specialised laboratories as well as with institutional ICT loan programmes; funding for ICTs for personal use; training, both on and off campus; and technical support off campus

2020): The association between tactile, motor and cognitive capacities and braille reading performance: a scoping review of primary evidence to advance research on braille and aging, Disability and Rehabilitation,