Survey of the use of Assistive Technology by Illinois Students who are Visually Impaired

Kapperman, Gaylen; Sticken, Jodi; Heinze, Toni

doi:10.1177/0145482x0209600205

Cited by 61 publications

(39 citation statements)

References 3 publications

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“…Smith, Gerushchat and Huebuer (2004) found that, regardless of the U.S. Education Act which mandates equal and timely access to information presented in Vol.9, No.4, 2019 school to all categories of students, there was consistent delay in making Braille materials and large prints available to visually impaired students. Kapperman, Sticken and Heinze (2002) suggest that students with visual impairment in the U.S. state of Illinois, were not receiving the experience the required in order to use assistive technology.…”

Section: Literature Reviewmentioning

confidence: 99%

Assistive Technology Divide: A Developing Country Perspective

Adum¹,

Ekwugha²,

Aguocha³

2019

DCS

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Use of ICTs, in relation to physical challenge, especially visual impairment, is a problematic issue. This study explored awareness, accessibility and use of specialized ICTs among visually impaired adults in selected urban cities in South-eastern Nigeria. Thirty In-depth Interviews were conducted among visually impaired students and government employees. The study established a general awareness of ICTs, and limited awareness of specialized ICTs, among these visually impaired persons. It also found that use of specialized ICTs among them appeared a distant reality. This led to the conclusion that a 'divide' exists in terms of accessibility and use of assistive technology for the visually impaired persons in this region. The study recommended individual and governmental interventions, to help bridge this 'divide'.

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Section: Literature Reviewmentioning

confidence: 99%

Assistive Technology Divide: A Developing Country Perspective

Adum¹,

Ekwugha²,

Aguocha³

2019

DCS

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“…Success is influenced by variables, such as accurate and timely ATs assessments, knowledgeable and skilled staff, timely application of AT and prior learning of computer skills. According to studies in Illinois (Kapperman, Sticken, and Heinze, 2002) and Kentucky (Abner & Lahm, 2002), only half of kindergarten through 12th grade (K-12) students with visual impairments received AT services.…”

Section: Literature Reviewmentioning

confidence: 99%

Relative Advantage of Assistive Technology in the Teaching and Learning of Integrated English Among the Visually Impaired Learners in Special Secondary Schools in Kenya

Nyagah¹,

Wachiuri²,

Imonje³

2017

UCER-A

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The Kenyan government's education policies and goals are geared towards achieving education for all (EFA) in tandem with international conventions and standards, including the Sustainable Development Goals ratified in November 2015. It is estimated that there are approximately 15,500 visually impaired (VI) children in Kenya. The Ministry of Education Report (2009) showed that 1,527 children were attending special schools and 1,637 were attending integrated/inclusive schools in the country. These special schools utilize assistive technology (AT) although facilities are inadequate. The study is based on Rogers' diffusion of innovation theory. The purpose of the study was to establish the relationship between relative advantage of AT (the degree to which an innovation was perceived better than the one it supersedes) and teaching and learning of integrated English among VI learners. The study employed descriptive research design, targeting all the four special secondary schools exclusively set aside for the VI in Kenya. The sample size was four principals, 218 students, and 48 teachers. Data were collected using questionnaires, observation schedule and focused group discussions. The study established that there was significant relationship between relative advantage of AT and teaching and learning of integrated English among VI learners. The study recommended that before acquisition of AT by school management, there should be objective assessment of whether an AT would add value to the learning process compared to the already existing AT.

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“…Educational programs are also provided to visually impaired children with additional disabilities (Haegerstrom-Portnoy, 2004;Lueck & Heinze, 2004;Zambone, Ciner, Appel, & Graboyes, 2000). Computer technology has both challenged and enhanced educational offerings for children with visual impairments, requiring teachers to learn computer and access technology and the skills to teach it and to assess its impact (Abner & Lahm, 2002;Kapperman, Sticken, & Heinze, 2002). The variety of delivery models is testimony to the fact that one best model has not been identified, either in rehabilitation or in education.…”

Section: What Do We Mean By Low Vision Rehabilitation?mentioning

confidence: 99%