Access to Technology for Students with Visual Impairments

Catherine G. Mack

Arkenstone, Inc.

Alan J. Koenig

Texas Tech University

Introduction

            Every student with a visual impairment is entitled to the independence and efficiency afforded by technology.  It is no longer an open question whether technology is important, as this has been established convincingly through successful use of technology by students with visual impairments.  Technology can contribute to improved writing skills and increased and independent access to information, and better prepares students for competitive employment.  The challenge now is to provide appropriate access to technology for each student with a visual impairment through individualized assessment of technology needs, through appropriate instruction in the use of technology as tools, and through equitable distribution of technology.

Issues

Access Tailored to Each Child’s Needs

            No single solution for access to technology is appropriate for every child with a visual impairment.  Even students with the same visual loss may require instruction in different types of access to technology which may include (a) speech access, (b) braille access, (c) print access, or (d) any combination of these access modes.  Determination of which type of access mode(s) must be guided by a skilled specialist in education of students with visual impairments who is knowledgeable of the student’s learning characteristics and needs based on ongoing diagnostic assessment and who is also aware of available access options.  It is imperative that children with visual impairments have access to technology tailored to individual unique needs, learning style, visual abilities, and preference in order to maximize efficiency, interest, and productivity in school, in the home, and in the community.

Access to Appropriate Instruction

            With appropriate instruction, technology can provide a powerful array of tools for students with visual impairments. Appropriate instruction includes designing a plan of individualized technology instruction and teaching a specialized hierarchy of skills. Most students will begin with keyboarding skills. For students for whom word processing and/or telecommunications is the goal, keyboarding skills must be taught systematically and consistently to allow a student with a visual impairment to efficiently word process or telecommunicate. Students who master basic keyboarding can then be taught to use a word processor to proofread, check spelling and revise documents. Students who master basic word processing can be taught to use the computer for telecommunications. Telecommunications allow a student to have independent access to a wide variety of information.  With telecommunications, a blind student can read today’s newspaper and access an encyclopedia independently. 

            Instruction in use of appropriate access devices--speech, large print and/or braille--must occur concurrently with instruction in keyboarding, word processing, and/or use of telecommunications.  Also, appropriate instruction may include introduction to or mastery of other technology such as electronic notetakers, CCTV's, scanners, braille and print printers, etc. Students with additional disabilities must have access to instruction in the use of appropriate assistive technology such as switches and communication boards.

Access to Equitable Technology and Instruction

            Access to technology and instruction must be driven by an individual student’s needs, not by the logistical constraints such as availability of equipment, location or model of service delivery, or funding restraints. Currently, some students have access to a wide range of technology and access devices, while others have none at all.  Also, some students have access to teachers who are prepared and equipped to deliver special instruction in technology, while others do not.  This inequity must be eliminated.  To assure that appropriate technology and instruction are available to students, educational teams must carefully assess the student’s needs—considering both current and future needs—and must specify goals and objectives for meeting these needs on the individual education plan, including intensity of instruction, who will provide the instruction, and the specific technology required.  It is the responsibility of each school district to assure that each of their students has equitable access to technology and instruction as documented on the individual education plan.

Position

            Instruction in technology is a fundamental part of the curriculum for students with visual impairments.  It is the position of DVI that access to technology must be tailored to each child’s needs through ongoing assessment.  Every student with a visual handicap should have appropriate instruction in the use of technology, building on a hierarchy of skills.  Finally, access to technology and appropriate instruction should be available to every student with a visual impairment regardless of logistical constraints.  The teacher of students with visual impairments is responsible for identifying the student’s needs and staying abreast of the current technology, and the school district is responsible for providing equipment and supporting the teacher in the provision of instruction as documented by the educational team.