Assistive Technology Competencies for Teachers of Students with Visual Impairments

Smith, Derrick W.; Kelley, Pat; Maushak, Nancy; Griffin-Shirley, Nora; Lan, William Y.

doi:10.1177/0145482x0910300804

Cited by 43 publications

(64 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…If students with visual impairment are able to exercise control over their movement, it will lead to greater independence, increase their self-sufficiency as well as enhance their self-esteem (Smith, 2008). This will increase their participation in school activities and, subsequently, enhance their academic performances.…”

Section: Discussionmentioning

confidence: 99%

Competencies of Students with Visual Impairment in using the White Cane in their Learning Environment: a Case Study at Wenchi Senior High in Ghana

Twum

Mprah

Edusei

et al. 2018

DCID

View full text Add to dashboard Cite

Purpose: This study investigated the competencies of students with visual impairment at Wenchi Senior High School, Ghana, in familiarising themselves with their learning environment using the cane.Method: A case study design was adopted for the study. A mixed method approach was utilized in this study. A quantitative approach was used to assess students’ competencies in using the cane while qualitative approach was adopted to probe challenges related to using the cane.Results: Students had reached higher stages on the Conscious Competence Matrix and were by and large competent in using the white cane in their learning environment. However, personal and environmental factors were marring their progress. The personal factors included difficulties with fine motor skills and onset of blindness. The external factors were lack of mobility trainers and canes, as well as barriers within the physical environment. There is generally a positive correlation between onset of visual impairment and specific cane skills.Conclusion and Implications: It is recommended that resource persons devote more time to developing the competencies of students in cane techniques, especially in skills related to identification of obstacles. Modifying the physical environment, as well as providing more canes and additional mobility trainers, will be useful in facilitating the movement of visually impaired students within the school.Limitations: A major limitation is the lack of objective assessment of residual vision and motor impairment. Residual vision likely played a crucial role during the competency test.

show abstract

Section: Discussionmentioning

confidence: 99%

Competencies of Students with Visual Impairment in using the White Cane in their Learning Environment: a Case Study at Wenchi Senior High in Ghana

Twum

Mprah

Edusei

et al. 2018

DCID

View full text Add to dashboard Cite

show abstract

“…As participants often listed devices under software and vice versa, we coded their answers to either question as one response. The mean These 20 competencies were selected from a broader list established by Smith, Kelley, Maushak, Griffin-Shirley, and Lan (2009). number of devices and software named on the pre-test was 2.94, while on the post-test participants named a mean of 6.82 devices/software options.…”

Section: Responses To the Open-ended Questionsmentioning

confidence: 99%

“…Zhou, Smith, Parker, and Griffin-Shirley (2011) subsequently compared the views of 34 experts from across the country and 165 practicing teachers of the visually impaired in the state of Texas regarding their perceptions of the importance of 6 of the 10 domains established by Smith et al (2009; Domains 2, 3, 4, 5, 6, and 9) and level of expertise with the 74 competencies which comprised those six domains. The 4-point Likert-type scale used in Smith et al’s study to assess needed competency (1 = novice , 2 = basic , 3 = proficient , and 4 = advanced ) was used again to ensure comparability.…”

Section: At Competency Identification and Categorizationmentioning

confidence: 99%

“…Judge & Simms, 2009;Parette, Peterson-Karlan, & Wojcik, 2005;Silver-Pacuilla, 2006). Smith, Kelley, Maushak, Griffin-Shirley, and Lan (2009) used a Delphi model to answer questions about which AT competencies students should have upon completing training programs to become teachers of students with VI and what level of expertise should be demonstrated in each of these competencies. In this process, a panel was developed that consisted of members deemed to be experts, and the goal was for a consensus to be reached through several rounds of data collection.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Training pre-service general educators in assistive technology competencies for students with visual impairments

Jones

Rudinger

Williams³

et al. 2018

British Journal of Visual Impairment

View full text Add to dashboard Cite

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.

show abstract

“…Bu tanımdan hareketle, yardımcı teknolojinin bir dizi hizmeti ve araç-gereci içeren kapsamlı bir kavram olduğu söylenebilir (Murugaiyan ve Arulsamy, 2013). Yardımcı teknolojiler düşük düzey (low-tech), orta düzey (mid-tech) ve yüksek düzey (hightech) olmak üzere üç temel kategoriye ayrılırlar (Blackhurst, 1997;Çakmak, 2016;Sani-Bozkurt, 2017;Smith, 2008). Yazı tahtası, kitap tutacağı vb.…”

Section: Introductionunclassified

Özel Eği̇ti̇m Öğretmenleri̇ni̇n Yardimci Teknoloji̇lere Yöneli̇k Tutumlari

Aslan

2018

Eğitim Teknolojisi Kuram Ve Uygulama

View full text Add to dashboard Cite

In this research, it is aimed to examine the attitudes of special education teachers towards assistive technology. The study was designed according to the survey method. The study group of the research constitutes of 251 special education teachers. Attitude Towards Assistive Technologies Scale developed by Aslan and Kan (2017) and Personal Information Form were used as data collection tool in the study. t-test, one way analysis of variance (ANOVA) and descriptive statistics were used for the data analysis. The data of the study were analyzed in terms of gender, age, vocational seniority, department, course taking condition and attendance of education status variables. As a result, in terms of all the factors of scale, the attitudes of special education teachers towards assistive technology do not show any significant difference according to the variables of gender, age, vocational seniority and attendance of education status variables, but it had statistically significant difference according to department and course taking condition variables. However, no significant difference was found in a factor (component of negative emotion) for course taking condition. In addition, it has been determined that there is a significant difference in a factor (behavioral component) for attendance of education status. At the end of the study, the findings of the study were discussed, suggestions for future research and practice were provided.

show abstract

Assistive Technology Competencies for Teachers of Students with Visual Impairments

Cited by 43 publications

References 12 publications

Competencies of Students with Visual Impairment in using the White Cane in their Learning Environment: a Case Study at Wenchi Senior High in Ghana

Competencies of Students with Visual Impairment in using the White Cane in their Learning Environment: a Case Study at Wenchi Senior High in Ghana

Training pre-service general educators in assistive technology competencies for students with visual impairments

Özel Eği̇ti̇m Öğretmenleri̇ni̇n Yardimci Teknoloji̇lere Yöneli̇k Tutumlari

Contact Info

Product

Resources

About