Assistive Technology for Students with Visual Impairments and Blindness

Abstract

The use of assistive technology (AT) with students with visual impairments (VI) and blindness has the potential to improve many student outcomes related to academics and learning (e.g., Bouck et al. 2011; Bowers et al. 2001; Ferrell 2006; Lovie-Kitchin et al. 2001; Spindler 2006; Theoret et al. 2004). Impairments in vision render students with VI and blindness frequently unable to make use of many common objects in schools, such as written instructional materials and computer screens. These impairments also restrict incidental learning opportunities that typically developing students access visually, such as observing others’ skill demonstrations and witnessing examples of functional relationships (Hyvarinen 2000). Assistive technologies provide students with VI and blindness access to many school-related activities by enhancing existing sight abilities or drawing on other senses (e.g., hearing) and abilities (e.g., oral language).