Blind Bloggers

Introduction - Visual Impairment and technology

2007-06-02T20:38:00.000-07:00

Although information technology can be a barrier for students with visual impairment, there are an increasing number of technological solutions to challenges faced by blind and low sight learners. Through this blog, I will define visual impairment, identify common learning needs of students with visual impairment, examine references of educational technology implementation, look at promising practices and tools, discuss accessibility, and, finally, introduce Universal Design for Learning (UDL). I have used a basic font in a large size to assist low sight viewers of this blog. I have refrained from using images or animation and have endeavored to keep my format straight-forward and easy to follow. Along the right hand margin, readers will find an archive of my posts, which I have arranged according to the topics I mentioned above. This is my first attempt at a blog, and this experience has been both challenging and rewarding for me.

Kirsten Odian

Education Technology and UDL

2007-06-02T20:07:00.000-07:00

The benefits of Universal Design for Learning (UDL) allows teachers to reach all students in their classes, including students with learning disabilities, English language barriers, emotional or behavioural problems, lack of interest or engagement or sensory and physical disabilities (Center for Applied Special Technology [CAST], 2007). It encourages the use of multiple modes of representation to ensure that teaching accommodates a wide variety of learners.

The use of educational technology to create a UDL classroom allows "students with a wide range of disabilities (including those who currently qualify as persons with print disabilities and those who do not) can benefit from technology-based instructional solutions" (Stahl, in Rose & Meyer, 2006, p. 126). Stahl goes on to say that "electronic text in particular is emerging as the foundation of a revolutionary approach to the provision of alternate-format materials" (p. 128).

Understanding the benefits of UDL is the first step - planning for a UDL classroom requires the knowledge and valuing of the UDL principles. Based on these principles, a UDL environment must provide multiple, flexible methods of presentation, expression and engagement (Jackson & Harper, in Rose, Meyer & Hitchcock, 2005, p. 106). A challenge, of course, but one well worth the effort. Creating a UDL instructional model will "create greater access for students and result in greater student outcomes" (Jackson & Harper, p. 121). All students in a UDL classroom, whether they are faced with challenges or not, will be able to reach their full potential.

References

Center for Applied Special Technology (2007). Universal design for learning. Retrieved June 1, 2007 from http://www.cast.org/.

Rose, D. & Meyer, A. (Eds.). (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press.

Rose, D., Meyer, A. & Hitchcock, C. (Eds.). (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.

Accessibility of the School Environment

2007-06-02T19:35:00.000-07:00

Visually impaired learners have unique needs in terms of their educational programming. In the Essential Components of Educational Programming for Students Who Are Blind or Visually Impaired this is clarified even further:

Accessing the program of studies is often challenging for students with visual impairment or blindness. In order to participate fully within the educational environment, these students require instruction from a trained professional in such disability-specific skills as braille literacy and numeracy, assistive technology skills, use of low-vision devices, career and life management skills, social interaction skills, independent living and personal management skills, and orientation and mobility skills. (p. 2)

This guide further outline the essential components of programming for students who are blind or visually impaired (pp. 3-7). These are:

1. Learning Team - the individuals who work together to plan, implement, monitor and evaluate programming and services. A certified teacher must direct and lead the learning team.

2. Meaningful Parent and Family Involvement - parents are valued and contributing members of the learning team and their input influences all aspects of their child's education.

3. Disability-specific Skills - students should receive special instruction in disability-specific skills. With these skills, they can be expected to achieve learning outcomes consistent with their peers.

4. Assessment - programming and services should be determined through assessments conducted by a specialized teacher and other professionals identified by the learning team

5. Individualized Program Plan (IPP) - includes essential information for planning, implementing, monitoring and evaluating the student's educational program. These are working documents for learning teams to use throughout the year.

6. Access to Programs and Services - all students who are blind or visually impaired should have access to the programming and services provided by specialized teachers and orientation and mobility instructors.

7. Accessibility of Alternate Format Materials - members of the learning team should identify alternative-format materials for students. These materials should be provided at the same time as print materials are made available to sighted peers. Students should have the opportunity to request materials in the format of their choice.

8. Assistive Technology - this technology, such as braille note-taking devices or computerized dictionaries, should be made available for use in school, with an appropriate level of technical support for students to use the technology in everyday activities.

9. Programming Options - students should have a full array of programming options, including short-term intensive training opportunities to address areas of the expanded core curriculum.

10. Planning for Transition - comprehensive transition planning should occur on an ongoing basis and should identify skills that students require as they move to different learning environments.

If educational programs for students who are blind or low sight include these components, and if the uniqueness of their learning environment is valued, then students should have a successful learning experience.

References

Alberta Education (2004). Essential components of educational programming for students who are blind or visually impaired. Retrieved June 1, 2007 from http://www.education.gov.ab.ca/k_12/specialneeds.

Promising Practices and Tools

2007-06-02T18:42:00.000-07:00

There are a number of practices and tools in educational technology that assist visually impaired students. Consider the following:

Practices:

Universal Design for Learning (UDL) - a framework for reshaping education that encourages teachers to use flexible digital media to "create curriculum with built-in adjustability so that each learner finds the content and level of challenge and support that's right for him or her" (Rose & Meyer, 2006, ix)

Online learning - blind and visually impaired students have found success and satisfaction in learning online. Those designing online courses should consider the simplicity, interactivity and accessibility of their course content to ensure they reach the maximum number of students (Coombs & Banks, in Kinash & Paszuk, 2007)

Web site accessibility - the Web Accessibility initiative (WAI) has clearly laid out to web designers ways in which web sites can be created that allow blind viewers and others with disabilities full access to the content

Tools:

There is a growing number of products and tools being created or adapted to allow students with visual impairments the opportunities to learn with their peers. The tools mentioned below have all been described by Kinash and Paszuk (2007) and are not intended to be an exhaustive list, but a starting point.

Kurzweil-National Federation of the Blind Reader (K-NFB Reader) - a hand-held device that takes digital photos of documents then reads the text aloud

JAWS Dongle - screen reading software that allows its users to view web sites and computer content

Key to Access - a combination of USB memory stick and MP3 player/recorder, this device allows its user to listen to digitized books and voice recordings

Franklin Language Master 6000 SE - a talking dictionary that reads screens and speaks words at the user's selected speed

Zoom Text 9.0 - screen magnification and reading software used for web sites, emails and creating documents

Smart View - through the use of a video camera and display, this tool magnifies and enhances printed material

Liberty - a portable magnifier

PAC Mate - a portable Braille recorder and display, which allows users to obtain and deliver information in Braille

Braille Blazer - a Braille embosser that conveys information into printed Braille

OpenBook - allows users to read and edit printed media through a scanning device

Dragon Naturally Speaking - voice recognition software that allows its users to use a computer for writing without having to use a keyboard

References

Kinash, S. & Paszuk, A. (2007). Accessible education for blind learners: Kindergarten through postsecondary. Charlotte, NC: Information Age Publishing.

Web Accessibility Initiative (2007). Retrieved June 1, 2007 from http://www.w3.org/WAI/.

Educational Technology Theory and Visual Impairment

2007-06-02T17:23:00.000-07:00

Educational technology has relied heavily on ideas from many branches of learning. Two theories that have contributed greatly, however, are Artificial Intelligence in Education (AIED) and Human Computer Interaction (HCI).

The first theory, AIED is concerned with the application of artificial intelligence techniques and concepts to the design of systems to support learning (International Journal of Artificial Intelligence in Education, 2007). Within AIED there is a focus on the design of learning materials and creation of practical models.

The second theory to have an impact on educational technology is HCI. According to Issroff and Scanlon (2002), the key framework of HCI "has been information processing and cognitive psychology, with a focus on the task and the ways in which users perform tasks". HCI has evolved to include "interpretations and explanations of the culture and context which surrounds the use of systems" (Issroff & Scanlon, p. 8). This theory influences the way we frame our research and thinking about learning with technology.

When we consider how these theories apply to the case of visual impairment, we must look at each separately. AIED has significant implications to the creation of materials and technologies for those with visual impairments. Prior to the design of new technology, manufacturers must consider how the learning environments will support the use of the tool. Educators looking at adapting materials or creating a media-rich classroom should base these changes on a theoretical foundation.

HCI theory is currently being driven by the sighted, but there must be "a paradigm shift in human-computer interaction (HCI) that shifts the burden of interpreting behavior from the human to the computer" (Jacko, 2001). By introducing more adaptive interfaces, technology can be opened up to many more students in many more classrooms.

References

International Journal of Artificial Intelligence in Education (2007). Retrieved June 1, 2007 from http://aied.inf.ed.ac.uk/.

Issroff, K. & Scanlon, E. (2002). Educational technology: The influence of theory. Journal of Interactive Media in Education, 6, p. 1-13.

Jacko, J. (2001). Visual dysfunction and human-computer interaction. Retrieved June 1, 2007 from http://www.ercim.org/publication/Ercim_News/enw46/jacko.html.

Educational Technology Implementation

2007-06-02T14:27:00.000-07:00

The role of educational technology for visually impaired students has been written about and researched widely. Here are some of the key concepts identified by experts in the field of educational technology and blind or low vision learners:

Accessible Education for Blind Learners: Kindergarten Through Postsecondary
Shelley Kinash and Ania Paszuk
- designed to help users (students, parents, teachers, administrators or consultants) activate the benefits of infused technologies for learners who are blind or who have low vision
- defines what accessible education looks like for blind learners
- offers suggestions for web site accessibility
- discusses and recommends adaptive technology

Assistive Technology for Learning (ATL)
Alberta Ministry of Education
- defines ATL as the media, devices and services to help students with disabilities actively engage in learning
- informs decision-making about appropriate ATL for individual students through the SETT framework and Quality Indicators for Assistive Technology (QIAT)
- lists resources for educators, school administrators and people working with students with special needs

Technology for Students Who are Visually Impaired
National Center to Improve Practice (NCIP)
- a collection of resources and information with general information, best practices and products that support students and their educational goals

Essential Components of Educational Programming for Students Who Are Blind or Visually Impaired
Alberta Education
- identifies the importance of assitive technology in the education programs of students who are blind or visually impaired

Use of Multimedia Presentations and Technology
American Foundation for the Blind
- determined the access challenges teachers of visually impaired students face and solutions they are using in the classroom
- looked at what was currently being used in classrooms with students
- identified recommendations for future consideration by teachers of blind students

A Beginner's Guide to Access Technology for Blind Students
International Braille and Technology Center for the Blind (IBTC)
- a description of the major products which provide access to the world of computing for blind users
- a list of where to purchase these products

Literacy Leaps as Blind Students Embrace Technology
Deborah Hartz
- looks at current classroom design, and suggests ways to infuse technology into all parts of the curriculum
- examines technologies used for reading or writing with students who are low vision or blind
- compares the use of Braille to the use of technology and their pros and cons

Implementation of Assistive Technology with Students Who Are Visually Impaired: Teachers' Readiness
Gerald Abner and Elizabeth Lahm
- identifies technologies currently used by visually impaired students and which areas teachers lacked training in
- suggests reducing technology barriers (which may include teachers) in assitive technology

The Benefits of and Barriers to Computer Use for Individuals Who Are Visually Impaired
Elaine Gerber
- presents data from four focus groups of blind assistive technology users
- looks at how individuals who are blind or visually impaired gather information about assistive technology
- reports on the group participants thoughts on the benefits of and barriers to computer use
- concludes by stating that "getting wired" should be an integral part of the core curriculum for visually impaired students

References

Abner, G. & Lahm, E. (2002). Implementation of assistive technology with students who are visually impaired: Teachers' readiness. Journal of Visual Impairment and Blindness, 96(2), 98-105.

Alberta Education (2006). Essential components of educational programming for students who are blind or visually impaired. Retrieved June 1, 2007 from http://ednet.edc.gov.ab.ca/K_12/specialneeds/ECEP_Blind_or_Visually_Impaired.pdf.

Alberta Ministry of Education (2007). Assistive technology for learning. Retrieved June 1, 2007 from http://www.education.gov.ab.ca/K_12/specialneeds/atl.asp.

American Foundation for the Blind (2002). Use of multimedia presentations and technology. Retrieved June 1, 2007 from http://www.tsbvi.edu/textbooks/afb/mm-factsheet.htm.

Gerber, E. (2003). The benefits of and barriers to computer use for individuals who are visually impaired. Journal of Visual Impairment and Blindness, 97(9), 536-550.

Hartz, D. (2000). Literacy leaps as blind students embrace technology. The English Journal, 90(2), 52-59.

International Braille and Technology Center for the Blind (2006). A beginner's guide to access technology for blind students. Retrieved June 1, 2007 from ttp://www.nfb.org/Images/nfb/Publications/fr/fr21/fr06ws12.htm.

Kinash, S. & Paszuk, A. Accessible education for blind learners: Kindergarten through postsecondary. Charlotte, NC: Information Age Publishing.

National Center to Improve Practice (1998). Technology for students who are visually impaired. Retrieved June 1, 2007 from http://www2.edc.org/NCIP/library/vi/toc.htm.

Learning Needs for Visually Impaired Students

2007-06-02T13:48:00.000-07:00

For students with visual impairments, whether they are blind or have low vision, there need to be special considerations in terms of their curriculum. As with all students, visually impaired students need to cover the core curriculum, which included language arts, math, social studies, science, physical education, fine arts and personal planning. Those who work with blind and low vision children feel "that there is an expanded core curriculum for visually impaired students that requires additional areas of learning" (American Foundation for the Blind, 1996). There are experiences and concepts that are learned naturally by sighted students, yet these must be "sytematically and sequentially taught to the visually impaired" (AFB, 1996). The expanded core curriculum includes the following:

1. functional academic skills, including communication modes
2. orientation and mobiliy
3. social interaction skills
4. independent living skills
5. recreation and leisure skills
6. career education
7. use of assistive technology
8. visual efficiency skills

Ensuring these expanded concepts and skills are included in the education of visually impaired students will help ensure a successful learning experience.

References
American Foundation for the Blind, 1996. The core curriculum for blind and visually impaired students, including those with additional disabilities. Retrieved June 1, 2007 from http://www.afb.org/Section.asp?SectionID=44&TopicID=189&SubTopicID=4&DocumentID=2117.

Visual Impairment and School

2007-06-02T13:35:00.000-07:00

According to the National Dissemination Center for Children with Disabilities (2004), the terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments. They are defined as follows:

1. Partially sighted - indicates some type of visual problem has resulted in a need for special education;

2. Low vision - generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, braille;

3. Legally blind - indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point); and

4. Totally blind - students learn via braille or other non-visual media.

When we consider how best to educate those with visual impairments, we must recognize that these students "must be able to access equivalent information and materials as their sighted peers and be guaranteed a high quality education, both academically and socially" (Kinash & Paszuk, 2007).

With timely identification of problems and proper planning and implementation of a individualized program, students with visual impairments can have a rich and full learning experience.

References

Kinash, S. & Paszuk, A. (2007). Accessible education for blind learners: Kindergarten through postsecondary. Charlotte, NC: Information Age Publishing.

National Dissemination Center for Children with Disabilities (2004). Visual impairments: Fact Sheet 13. Retrieved June 1, 2007 from http://www.nichcy.org/pubs/factshe/fs13txt.htm.