A Survey of Assistive Technology and Teacher Preparation Programs for Individuals with Visual Impairments

Smith, Derrick W.; Kelley, Pat

doi:10.1177/0145482x0710100705

Cited by 40 publications

(25 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Lack of assistive technology knowledge and skills are not a novel discovery. Previous researchers (Ashton et al, 2005;Bausch and Hasselbring, 2004;Parette et al, 2006;Smith and Kelley, 2007;Wilcox et al, 2006 ) concluded that teachers were not confident in using assistive technology due to lack of knowledge and training in this area. Knowledge and skills of using assistive technology essential for general education and special education teachers in equal measure.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Knowledge and Use of Assistive Technology for Students with Special Educational Needs

Alkahtani

2013

JSE

View full text Add to dashboard Cite

Students with disabilities face many challenges in learning and assistive technology can be a potential aid for compensating for their educational needs. The purpose of this research was to gather information about assistive technology knowledge and skills among teachers. Data were collected from one hundred and twenty-seven participants via a self reporting questionnaire. Interviews were also used with three participants to gather data of greater breadth and depth to the analysis of the data gathered from the survey. Results suggested that teachers do not have adequate level of knowledge and skills of using assistive technology. Teachers, then, should have pre-service and in-service training to increase their overall knowledge of implementing assistive technology and using universal design for learning for students with disabilities.

show abstract

Section: Resultsmentioning

confidence: 99%

Teachers’ Knowledge and Use of Assistive Technology for Students with Special Educational Needs

Alkahtani

2013

JSE

View full text Add to dashboard Cite

show abstract

“…Görme yetersizliği olan birey görsel bir imgeyi tamamen kavrayamazken normal gören bireyler de doğuştan görme yetersizliği olan bir insanın yarattığı haptik bir imgeyi anlamada güçlük çekerler (Zatta ve Pullin, 2004). Görme yetersizliği olan bireyler kendi dünyasını düzenleme ve anlayabilme için mutlaka haptik duyumunu kullanmalıdır ve bunun için (Bishop ve Barraga, 2004;Cox ve Dykes, 2001;Bülbül ve Eryılmaz, 2012;Nepomuceno vd., 2016;Okcu ve Sözbilir, 2019;Özyürek, 1998;Smith ve Kelley, 2007)…”

Section: Introductionunclassified

Analysis of Science Activities Developed for Students with Visually Impaired: Matter and Heat

Kizilaslan

Zorluoğlu

Sözbilir

et al. 2020

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi

View full text Add to dashboard Cite

Bu çalışmada görme yetersizliği olan öğrencilerin ihtiyaçları dikkate alınarak hazırlanan etkinlik ve materyallerin analizi yapılmıştır. Çalışmada durum çalışması kullanılmıştır. Çalışma grubu iki kör ve beş az gören öğrenciden oluşmaktadır. Çalışmada veri toplama aracı olarak Fen Etkinlik Gözlem Formu Etkinlik Değerlendirme Boyutu (FEGFEDB) kullanılmıştır. Çalışma üç basamakta gerçekleştirilmiştir: (I) görme yetersizliği olan öğrencilerin 'Madde ve Isı' ünitesine yönelik öğrenme ihtiyaçları tespiti, (II) basamakta ihtiyaçlar dikkate alınarak etkinlik ve materyaller geliştirilmesi ve uygulanması, (III) bu öğretim materyal ve etkinliklerinin değerlendirilmesi. Çalışmadan elde edilen veriler, betimsel analiz ile analizlenmiştir. Veri analiz sonuçlarına göre 'Madde ve Isı' ünitesinde yer alan kavramların öğrencilere etkili bir şekilde öğretilmesi amacıyla hazırlanan etkinliklerin ve etkinlik malzemelerinin öğretim, öğrenme, işlevsellik ve kullanışlılık boyutlarında belirlenen ölçütlerin pek çoğunu sağladığı tespit edilmiştir.

show abstract

“…Holmes et al (2008) consider that teachers of visually impaired students need to understand and implement the use of the latest assistive technology. Despite the almost non-existent research conducted in Portugal in the field of visual impairment, international studies indicate that teachers of visually impaired students do not have enough training on technologies that are relevant to this area (Abner and Lahm 2002;Kapperman et al 2002;Smith and Kelley 2007;Zhou et al 2011). This lack of specific training is "more severe for teachers in the regular classroom" (Papadopoulos and Goudiras 2005, p. 75), than for special education teachers.…”

Section: Introductionmentioning

confidence: 99%

“…This lack of specific training is "more severe for teachers in the regular classroom" (Papadopoulos and Goudiras 2005, p. 75), than for special education teachers. According to Smith and Kelley (2007) the use of ICT by students depends on teachers initial and continuous training acquired, however the deficit of teacher training is often cited as the leading barrier to the implementation of ICT in educational practices (Ribeiro et al 2010). Despite the obvious weaknesses of teacher training, studies indicate that they believe in the potential of ICT as promoters of inclusive education (Alves et al 2009;Benigno et al 2007).…”

Section: Introductionmentioning

confidence: 99%

ICT in Portuguese reference schools for the education of blind and partially sighted students

Ramos

Andrade

2014

Educ Inf Technol

View full text Add to dashboard Cite

Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical practices adopted for students who are blind or partially sighted. This study focuses on Portuguese reference schools for the education of blind and partially sighted students, regulated by the Decree-Law No. 3/2008, in which are concentrated the human and material resources that can offer an educational response with quality for these students with special education needs. The study intends to analyse the perceptions of the teachers, who teach visually impaired students in middle school and secondary school education in these reference schools, of their knowledge, teaching and training in the area of ICT, as well as of the real ICT integration in the teaching and learning of these students. A survey, which has been applied to these teachers in the 2012/13 school year, was adopted as a method of data collection. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and software specific to the area of visual impairment and a very significant number of teachers ignoring many of these. The implementation of ICT with students who have visual disabilities is lower compared with the sighted students. The lack of specific training is considered to be the main obstacle for teachers, with regard to the real integration of ICT in the teaching and learning of these students.

show abstract

A Survey of Assistive Technology and Teacher Preparation Programs for Individuals with Visual Impairments

Cited by 40 publications

References 8 publications

Teachers’ Knowledge and Use of Assistive Technology for Students with Special Educational Needs

Teachers’ Knowledge and Use of Assistive Technology for Students with Special Educational Needs

Analysis of Science Activities Developed for Students with Visually Impaired: Matter and Heat

ICT in Portuguese reference schools for the education of blind and partially sighted students

Contact Info

Product

Resources

About