Assistive Technology Competencies for Teachers of Students with Visual Impairments

Li Zhou, Nora Griffin-Shirley, Ammy T. Parker, D. W Smith, Phoebe Okungu

Research output: Contribution to journalArticlepeer-review


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 here was to identify teachers' self reported possession of knowledge of and skills in assistive technology. METHODOLOGY: The participants completed an online survey, rating their level of expertise in assistive technology. The researchers used descriptive statistics and Pearson's' correlation coefficients. RESULTS: In total 840 teachers of students with visual impairments in the United States, Palau and Virgin Islands completed an online survey to identify their perceived level of mastery of assistive technology competencies. Regarding the participants' confidence in teaching and support in the use of assistive technology for students with visual impairments, 40.7% of the participants were confident or very confide
Original languageEnglish
Pages (from-to)356-665
StatePublished - Oct 2012


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