Technologies that facilitate the study of advanced mathematics by students who are blind: Teachers’ perspectives

Vicki M. Depountis, Rona L. Pogrund, Nora Griffin-Shirley, William Y. Lan

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


This research examined the perspectives of teachers of students with visual impairments (TVIs) regarding the use and effectiveness of electronic assistive technology (EAT) purported to assist students who are blind in advanced mathematics subjects. The data for this study were collected via an online survey distributed to a convenience sample of teachers with experience teaching or supporting students who are braille readers in advanced mathematics classes. Questions were designed to gain information regarding which of 35 tools presented in the instrument were used to aid students, how were they used and perceived effectiveness. Open-ended response areas provided space for addition of tools not already listed, as well as other feedback. A total of 82 surveys were analyzed. Results indicated that 20 of the 35 devices were used; of these, 13 were used regardless of specific subject, while different sets were used for different subjects and tasks. Participants recommended another seven hightech devices in the open response question. Limitations of the study were the small sample size and possible survey fatigue. Implications for practitioners: This research provides a foundation for additional work on how to best equip teachers of students with visual impairments so they can support their students.

Original languageEnglish
Pages (from-to)131-144
Number of pages14
JournalInternational Journal of Special Education
Issue number2
StatePublished - 2015


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