Obstacles for using assistive technology in centres of special needs in the UAE

Assistive technology (AT) represents one way to improve access and participation in the school and home environments of people with disabilities (PWDs). This study analyzed the obstacles to AT acquisition, knowledge, use, recommendation, and training in special needs centers in the United Arab Emirates (UAE) from the perspective of professionals (teachers and therapists). A questionnaire was developed and its validity and reliability were confirmed. The questionnaire was distributed to all special-needs centers in the UAE via Survey Monkey, and 78 responses were received. The results indicate the nature of obstacles to AT use in special education centers in the UAE, with obstacles related to parents having the highest mean. The results also indicated a statistically significant difference in professionals' perception of obstacles to using AT based on experience level, center location, and level of education. Implications for further research and recommendations for policy and practice are provided.

Examining High-Tech Assistive Technology Use of Students With Visual Impairments

Introduction: “High-tech” assistive technology (AT) plays a critical role in the lives and educational experiences of students with visual impairments (i.e. those who are blind or have low vision). However, little is known about how these students actually use AT within their educational programs. Methods: A survey examining AT use and services among 51 students with visual impairments addressed their personal characteristics, device characteristics, device usage, AT assessment, and AT instruction. In addition, 12 teachers provided perspectives on their district's AT services and policies. Results: Students primarily used commercially available AT to access print. Some variations in use were found between elementary and secondary students. Instruction of devices was highly aligned with students’ device use. Discussion: High-tech AT can meet diverse needs among students with visual impairments. Individualization of AT selection and services remains essential. Implications for Practitioners: Educators should consider AT for a broad range of student needs, promote device use at home, reflect on their instruction, and pursue professional development in this area.

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

Teachers of students with visual impairments in Florida were surveyed to determine their use of various types of access technologies. Each category of device, with the exception of refreshable braille devices, was used by at least 25 percent of the teachers. The majority stated that they were not familiar with most of the devices listed and had difficulty acquiring the training needed to learn devices well enough to teach the students to use them. On the basis of these findings, recommendations for preservice and in-service training are suggested.

Exploring the Early Literacy Practices of Teachers of Infants, Toddlers, and Preschoolers with Visual Impairments

Practices endorsed by 192 teachers of young children with visual impairments who completed an online early literacy survey included facilitating early attachment (70%), providing early literacy support to families (74%), and providing adaptations to increase accessibility (55%). Few teachers reported using assistive technology, providing structured intervention in phonological awareness, or providing opportunities for early writing and alphabet experiences.

Assistive Technology Competencies of Teachers of Students with Visual Impairments: A Comparison of Perceptions

This study surveyed teachers of students with visual impairments in Texas on their perceptions of a set of assistive technology competencies developed for teachers of students with visual impairments by Smith and colleagues (2009). Differences in opinion between practicing teachers of students with visual impairments and Smith's group of educational experts are presented and discussed.

Assistive Technology Competencies for Teachers of Students with Visual Impairments: A National Study

Introduction

For practicing teachers of students with visual impairments, assistive technology has assumed an important role in the education of their students’ assessment and learning of content. Little research has addressed this area; therefore, the purpose of the study presented here was to identify the teachers’ self-reported possession of knowledge of and skills in assistive technology.

Method

The participants completed an online survey rating their level of expertise in assistive technology. The researchers used descriptive statistics and Pearson r correlation coefficients.

Results

In total, 840 teachers of students with visual impairments in the United States, Palau, and the Virgin Islands completed an online survey to identify their perceived level of mastery of assistive technology competencies. Regarding the participants’ confidence in teaching and supporting the use of assistive technology for students with visual impairments, 40.7% of the participants were confident or very confident, whereas 59.3% reported no to some confidence. In addition, the younger teachers were relatively more confident in teaching assistive technology than were the older teachers. Specifically, the participants felt the least confident with the foundations domain of assistive technology and the most confident with collaboration.

Discussion

The results describe teachers’ self-perceptions and pinpoint areas for further intervention and dialogue. Personnel preparation programs and in-service training programs can concentrate on these specific areas of assistive technology to improve teachers’ levels of confidence with assistive technology domains. Collaborating to create systemic, national interventions is crucial for improving educational and vocational outcomes for all individuals with visual impairments.

Implications for practitioners

First, given the findings of the study, it is recommended that all university programs develop a course on assistive technology, as well as embed assistive technology competencies in their training curricula. Second, research is needed to explore further what universities are currently doing to address assistive technology in their curricula. Finally, professional organizations should provide ongoing in-service training in assistive technology for practicing teachers of students with visual impairments.

Assistive Technology for Students with Visual Impairments: Challenges and Needs in Teachers’ Preparation Programs and Practice

This article reports on a survey of 165 teachers of students with visual impairments in Texas to examine their perceptions of their knowledge of assistive technology. The results showed that they had significant deficits in knowledge in 55 (74.32%) of the 74 assistive technology competencies that were examined and that 57.5% of them lacked adequate confidence about teaching assistive technology to students.

Satisfaction with assistive technology device in relation to the service delivery process-A systematic review

The service delivery process (SDP) of assistive technology devices (ATDs) is attracting interest, as the provision of ATDs is critical for the independence and participation in society of individuals with disabilities. The purpose of the current study was to investigate what impact the SDP has on satisfaction with ATDs in individuals with disabilities in relation to everyday activities. A systematic literature review was conducted, which resulted in 53 articles included. The results showed that there are factors in almost all the different steps of the SDP that affect the satisfaction with of the devices, which can lead to underutilization and abandonment of ATDs. Only a few studies have been conducted with a design robust enough to generalize the results; therefore, more research is needed. Therefore, the conclusion is the SDP as a whole contributes to the satisfaction with and usability of ATDs in individuals with disability in relation to achieving the desired goals of participation in everyday activities, for the articles included must be deemed as moderate. A client-centred approach in the process is advocated, and was found to be an important factor for an effective SDP and satisfied users.

Transition and Assistive Technology Planning with Families Across Cultures

Effective assistive technology transition planning for adolescents and adults with disabilities cannot occur without careful consideration of family and cultural factors. Using the language of the IDEA, the position is taken that successful transition planning requires family participation, consideration of the communication needs of adolescents and young adults with disabilities, and decisions regarding which assistive technology devices and services are required. A range of issues is explored pertaining to transition planning, including (a) independence for the adolescent or young adult desired by the family, (b) rules of acceptance, (c) needs for information, (d) changes in family routines, and (e) family and child life experiences. The importance of related assistive technology issues to training is discussed with particular emphasis on dimensions of relevance and specificity, family and cultural sensitivity, duration and intensity, and user-friendliness.

Assistive Technology Competencies for Teachers of Students with Visual Impairments

Using the expert opinion of more than 30 professionals, this Delphi study set out to develop a set of assistive technology competencies for teachers of students with visual impairments. The result of the study was the development of a highly reliable and valid set of 111 assistive technology competencies.

Perspectives of speech language pathologists regarding success versus abandonment of AAC

This three-phase investigation used focus groups and a survey to identify factors that perceived by speech language pathologists as being related to long-term success versus inappropriate abandonment of augmentative and alternative communication (AAC) systems. Factors deemed most important by six focus groups were included in a 106-question survey that was returned by 275 ASHA Special Interest Division #12 (AAC) members. Factor analysis indicated the constructs of Support, Attitude, and System characteristics and Fit as most important to the long-term success of AAC systems. The constructs of Not Maintaining/Adjusting the System, Attitude, Lack of Training, Lack of Support, and Poor Fit were most often related to inappropriate abandonment of AAC systems. Systematic implementation of intervention targeting the constructs is recommended.

Barriers to the use of assistive technology for children with multiple disabilities

Assistive technology has aided children with multiple disabilities to improve access and participation in their school and home environments. Effective educational outcomes from assistive technology use are dependent upon a coordinated assessment and implementation process. The literature on assistive technology with children was reviewed in order to identify current barriers to its effective integration within schools. These barriers were found to include lack of appropriate staff training and support, negative staff attitudes, inadequate assessment and planning processes, insufficient funding, difficulties procuring and managing equipment, and time constraints. A team model for assistive technology assessment and planning is proposed to optimize the educational goal achievement of children with multiple disabilities. Such a model can help target the allocation of occupational therapy resources in schools to best promote educational and broader functional outcomes from assistive technology use.