The Use of Technology in Programs for Students with Visual Impairments in Florida

Edwards, Barbara; Lewis, Sandra

doi:10.1177/0145482x9809200508

Cited by 36 publications

(15 citation statements)

References 7 publications

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“…(i.e., west, midwest, northeast, south) (Abner & Lahm, 2002;Behrmann, 1993;Derer, Polsgrave, & Rieth, 1996;Howard, 1992;Kapperman, Sticken, & Heinze, 2002;Lesar, 1998;McGregor & Pachuski, 1996;Wahl, 2004), collectively they fail to provide the same information for each of those regions. Several studies involve students from only two of the disability categories found in IDEIA 2004 (Abner & Lahm, 2002;Corn & Wall, 2002;Edwards & Lewis, 1998;Kapperman et al, 2002;Skellenger, 1999;Smith, Geruschat, & Huebner, 2004;Wehmeyer, 1998Wehmeyer, , 1999. Secondary students are virtually ignored (Abner & Lahm, 2002;Edwards & Lewis, 1998;McGregor & Pachuski, 1996;Skellenger, 1999;Wehmeyer, 1998Wehmeyer, , 1999.…”

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“…Several studies involve students from only two of the disability categories found in IDEIA 2004 (Abner & Lahm, 2002;Corn & Wall, 2002;Edwards & Lewis, 1998;Kapperman et al, 2002;Skellenger, 1999;Smith, Geruschat, & Huebner, 2004;Wehmeyer, 1998Wehmeyer, , 1999. Secondary students are virtually ignored (Abner & Lahm, 2002;Edwards & Lewis, 1998;McGregor & Pachuski, 1996;Skellenger, 1999;Wehmeyer, 1998Wehmeyer, , 1999. All but one of the studies (Kapperman et al, 2002) overlooks influences of community type (i.e., rural, urban, suburban) on AT use.…”

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confidence: 99%

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Who is Using Assistive Technology in Schools?

Quinn

Behrmann²,

Mastropieri³

et al. 2009

J Spec Educ Technol

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All students receiving special education services are entitled to the consideration of assistive technology (AT) devices and services; however, little research is available on who uses AT in schools. This study analyzed data from the National Assistive Technology Research Institute's (NATRI) Status of AT Use Survey to provide descriptive information related to students using AT. NATRI employed multi-stage, nonprobability purposive and convenience sampling, collecting usable data for 682 student AT users. The sample spanned all grades, preK-12, with the largest percentage of students receiving services in a self-contained setting (40.47%). The most common disability was multiple disabilities (27.71%). The results indicate a need for additional research to ensure that students who need AT receive access to it in a variety of educational environments.

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confidence: 99%

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confidence: 99%

Who is Using Assistive Technology in Schools?

Quinn

Behrmann²,

Mastropieri³

et al. 2009

J Spec Educ Technol

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“…The technology is one of the strongest allies to the visually impaired persons in overcoming the negative effects of visual impairment [18]. The technology is related to successful education and positive change in attitudes and has potential in reducing the influence of certain negative consequences brought by visual impairment.…”

Section: Models Of Assistive Technology Systemsmentioning

confidence: 99%

Possibilities of Applying ICT to Improve Safe Movement of Blind and Visually Impaired Persons

Peraković¹,

Periša²,

Prcić³

2015

Cutting Edge Research in Technologies

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Today's level of the development of information and communication technologies enables the implementation of assistive technologies that can contribute to improved mobility of the persons with impaired vision (users that move along the traffic network). The user in this research has the role of a pedestrian moving along the traffic network, using information and communication technology (ICT) solutions and services for the purpose of information about the surrounding and navigation. In order to achieve greater information and safe movement of the user in the environment, one has to identify and define the relevant parameters necessary to define the user's requirements, as the basic precondition for the design of new information and communication services. The analysis of the most used application solutions for mobile terminal devices showed the failure in providing precise information to the user, designing of functionality, structure of information and education of the users about the new solutions and services. The downsides of the current applications have served as the basis in defining the recommendations for the development of future applications, with the aim of increasing the user safety. Proper structure of information allows the user a faster and easier search of relevant information and information methods while moving along the traffic network elements. Therefore, the recommendations in designing future solutions and services based on possible technologies of short coverage area (RFID, NFC, Bluetooth, WiFi, RTLS) have been defined. These technologies allow communication connectivity of the users, other traffic entities and the entire traffic surrounding into a unique whole by using the principle of Internet of Things (IoT).

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“…With the increasing emphasis on evidence-based practices in special education, it is important to ask whether the use of computers and the Internet by K-12 students with visual impairments has positive effects on the students' education. Although it is seemingly true and believed by many professionals (Abner & Lahm, 2002;Douglas, 2001;Edwards & Lewis, 1998), is there any empirical evidence to support this assumption?…”

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confidence: 99%

The Relationship between Computer and Internet use and Performance on Standardized Tests by Secondary School Students with Visual Impairments

Zhou

Griffin-Shirley

Kelley

et al. 2012

Journal of Visual Impairment & Blindness

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Introduction The study presented here explored the relationship between computer and Internet use and the performance on standardized tests by secondary school students with visual impairments. Methods With data retrieved from the first three waves (2001–05) of the National Longitudinal Transition Study–2, the correlational study focused on secondary school students with a primary disability of visual impairment who were capable of taking standardized tests. The unweighted sample sizes ranged from 210 to 280. The relationships between using a computer for homework and for the Internet and students’ performance on standardized tests on synonyms and antonyms, comprehension of passages, calculation, applied problems, science, and social studies were investigated using multiple regression analyses, with other variables held constant, including gender, severity of vision loss, household income, multiple disability status, and race or ethnicity. Results When gender, the severity of vision loss, household income, multiple disability status, and race or ethnicity were held constant, using a computer for the Internet had a significant positive relationship with students’ performances on the passage comprehension test (p = .034), calculation test (p = .027), and science test (p = .000). However, using a computer for homework had no significant relationship with students’ performances in any of the six tests that were examined. Discussion Students who used a computer for the Internet scored significantly higher than did those who did not on the passage comprehension, calculation, and science tests. But students who used a computer for homework performed at the same level as those who did not on all six tests that were examined. Implications for practitioners Internet use by secondary school students with visual impairments may be beneficial to the students’ performance on passage comprehension, calculation, and science tests and therefore should be encouraged. Special assistance for students from low-income families, whose rate of Internet use was significantly lower than those from high-income families, should be considered.

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The Use of Technology in Programs for Students with Visual Impairments in Florida

Cited by 36 publications

References 7 publications

Who is Using Assistive Technology in Schools?

Who is Using Assistive Technology in Schools?

Possibilities of Applying ICT to Improve Safe Movement of Blind and Visually Impaired Persons

The Relationship between Computer and Internet use and Performance on Standardized Tests by Secondary School Students with Visual Impairments

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