Observations and Perspectives of Technology Use Among Students with Visual Impairments

Abstract

Visual impairment fundamentally impacts students’ access to information and instruction. The field of visual impairment (VI) has touted assistive technology (AT) as a vital tool for addressing students with VI’s access needs. However, a paucity of research has examined how students use AT to access information and instruction in core content classes. This mixed-methods study conducted 30 classroom observations and 10 semi-structured interviews examining study (a) examined the characteristics of AT use and factors associated with AT use, and (b) explored students’ classroom experiences and perspectives related to AT use. Quantitative analyses illustrated a wide range of AT experiences and that writing tasks and independent instructional groupings were associated with higher levels of AT use. Qualitative findings indicate AT has a wide range of benefits for classroom participation and the development of additional skill sets. These findings extend the literature on AT use among students with VI and have important implications for supporting AT use in core-content classrooms.