by: kathryn sheriff segers, phd, nbct, ctvi program specialist -accessible instructional materials...

ASSISTIVE TECHNOLOGY FOR STUDENTS WITH VISUAL IMPAIRMENTS: IN-SERVICE TEACHER TRAINING AND ITS RELATIONSHIP TO STUDENT ACCESS AND USAGE ACROSS ACADEMIC SUBJECT AREAS- A DISSERTATION-CAPELLA UNIVERSITY 2014

By: Kathryn Sheriff Segers, PhD, NBCT, CTVIProgram Specialist -Accessible Instructional Materials (AIMs)Georgia Department of Education

STATEMENT OF THE PROBLEM

It is not fully known the extent to which the level of in-service teacher training in assistive technology for the blind and visually impaired and academic subject area affects the level of student access to and usage of assistive technology. Students who are blind and visually impaired often lack equal access to the same general curriculum as their sighted peers. Access is achieved through the use of assistive technology.

PURPOSE OF THE STUDY

The purpose of this study was to examine the relationship between the level of in-service teacher training in assistive technology for the blind and visually impaired and academic subject area, with student access to and the level of usage of assistive technology in order to access the general education curriculum.

STUDY SUMMARY

Correlational Study

To determine if there was a significant correlation between o teacher in-service training and academic

subject area Student levels of access to assistive

technology for the visually impaired Student levels of usage of assistive

technology for the visually impaired

DATA ANALYSIS

Frequency Data Spearman’s correlation coefficient

DEMOGRAPHIC INFORMATION

Research subjects were all students and teachers at a state school for the Blind in the academic program for students with visual impairments only and students with additional mild to moderate disabilities.

Two surveys were utilized Teacher Survey Student Survey

Teacher DataTable 2

Frequency Counts Teacher Demographics (n=13)

Variable n %

Gender

Male 2 15.4

Female 11 84.6

Ethnicity

White 12 92.3

Black 1 7.7

Education

Bachelor’s 5 38.5

Graduate 8 61.5

TEACHER DATA CONTINUEDVariable n %

Age Group

21-29 1 7.7

30-39 3 23.1

40-49 4 30.7

50-59 3 23.1

60+ 2 15.4

Program

VI only 7 53.8

VI + additional 6 46.2

STUDENT DATATable 3Frequency CountsStudent Demographics n = 45Age Range = 13-21Variable n % Gender Male 18 40 Female27 60Ethnicity

White 21 46.7Black 21 46.7 Native American 1 2.2 Asian 1 2.2 Mixed Race 1 2.2

Student Data Continued

Grade n %Grade 6 4 8.9Grade 7 3 6.7 Grade 8 8 17.8 Grade 9 4 8.9 Grade 10 10 22.2 Grade 11 5 11.1Grade 12 11 24.4

Student Date ContinuedAge n %

Age 13 6 13.3

Age 14 3 6.7

Age 15 7 15.6

Age 16 4 8.9

Age 17 5 11.1

Age 18 6 13.3

Age 19 7 15.6

Age 20 4 8.9

Age 21 3 6.7

Student Data Continued

n %Primary Learning Medium

Regular Print 4 8.9Large Print 15 33.3

Braille 25 55.6 Auditory 1 2.2

RESEARCH HYPOTHESIS 1

H1: There is a significant relationship between the level of in-service teacher training in assistive technology for the visually impaired and the level of student access to assistive technology for the visually impaired.

NULL HYPOTHESIS 1

H0: There is not a significant relationship between the level of in-service teacher training in assistive technology for the visually impaired and the level of student access to assistive technology for the visually impaired.

Statistical Analysis Table 5 Spearman’s Rank Correlation Coefficient and p-

Values for Teacher In-service Training and Student levels of Access for Assistive Technology for Students with Visual Impairments (n=45) Students (n=13) Teachers

Assistive Technology Category rs

p Assistive Technology for Students with Low Vision

1. Desktop Video Magnifiers -.324 .280 2. Portable Digital Handheld Magnifiers -.328

.275 3. Electronic Telescopes -.158

.606 4. Screen Enlargement Software

-.530 .063 5. Large Display Calculators .101 .743 6. Large Display Graphing Calculators -.189

.537

Statistical Analysis Assistive Technology Category rsp

Assistive Technology for Students who are Blind

Auditory. 7. Screen Reading Software -.587 .035* 8. Scan and Read Software -.371 .211 9. Portable Note takers (PDAs) -.078 .801 10. Digital Book Reading Hardware -.291 .334 11. Digital Book Reading Software .077 .802 12. Desktop Audio Players -.581 .037* 13. Portable Audio Players .060 .845 14. Talking Dictionary -.266 .380

Statistical AnalysisAssistive Technology Category rs

pBraille.Braille. 15. Manual Braille Writer -.237. .436 16. Electronic Braille Writer -.123 .689 17. Miscellaneous Braille Writing Tools .453 .12

0 18. Braille Embossers -.294 .330 19. Braille Translation Software .060

.845

Statistical Analysis Tactile Graphics.

Assistive Technology Category rs p 20. Tactile Graphics Hardware .594 .032* 21. Tactile Graphics Software -.222 .466 22. Tactile Graphics Kits.092 .765 Math Tools. 23. Talking Calculators .055 .860 24. Cranmer Abacus -.204 .504 25. Math Concepts Software .279 .357 26. Miscellaneous Math Tools -.488 .091 *p < .05

HYPOTHESIS 1 RESULTS

0 5 10 15 20 25 300

20

40

60

80

100

120

Teacher Low Level of Training

Teacher High Levels of Training

Student Low Level of Access

Student High Level of Access

Assistive Technology Categories

Percen

tages


Null hypothesis is retained. While there were a few areas that

were statistically significant, there was not enough evidence to support the hypothesis.

There were trends which indicate that further research with a larger sample size might give better results to support the research hypothesis.

HYPOTHESIS 2

H2: There is a significant relationship between the academic subject that the teacher of the visually impaired is teaching, and the level of student access by students with visual impairments to assistive technology for the visually impaired.

Null Hypothesis 2

H0: There is not a significant relationship between the academic subject that the teacher of the visually impaired is teaching, and the level of student access by students with visual impairments to assistive technology for the visually impaired.

Statistical AnalysisTable 6Spearman’s Correlation Coefficient for Level of

Access and Academic Subject Area (n = 45) Assistive Technology for Students with Low

Vision

ELA Math SC SS rs rs rs rs

1. Desktop Video Magnifiers .770** .695** .626** .652**2. Portable Digital Handheld Magnifiers

.774** .224 .650** .669**3. Electronic Telescopes .517** .517** .517* 04. Screen Enlargement Software

.722** .697** .509** .722**5. Large Display Calculators .397** .881** .720** .397**6. Large Display Graphing Calculators

.500** .770** .476** .366*

STATISTICAL ANALYSISAssistive Technology for Students who are

Blind ELA Math SC SS rs rs rs rs

Auditory.7. Screen Reading Software .672**.499**.622**.722*8. Scan and Read Software .829**.857**.664**.780** 9. Portable Note takers (PDAs)

.808**.786**.664**.767**10. Digital Book Reading Hardware

786**.664**.767**.767**11. Digital Book Reading Software

.825**.489**.550**.667**12. Desktop Audio Players .937**.426**.320* .548**

13. Portable Audio Players .997**.863**.707**.730**14. Talking Dictionary .945**.261 .521**.642**

Statistical Analysis ELA Math Sc SS rs rs rs rs

Braille.15. Manual Braille

Writer .807**.895**.781**.709**16. Electronic Braille Writer

.788**.617**.685**.727**17. Miscellaneous Braille Writing Tools

.808**.598**.596**.598**18. Braille

Embossers .699**.535**.535**.775**19. Braille Translation Software

.744**.624** 0 .625

STATISTICAL ANALYSIS ELA Math Sc

SS

rs rs rs rs

Tactile Graphics.

20. Tactile Graphics Hardware .744** .624** 0 .625

21. Tactile Graphics Software .518* .707** 0 .518

22. Tactile Graphics Kits .314* .869** 0 .314

Math Tools.

23. Talking Calculators .224 .793**.411** .030

24. Cranmer Abacus .414** .957** .398**.374**

25. Math Concepts Software .723**.723**.517**.500**

26. Miscellaneous Math Tools .271 .875**.576** .327*

* p < .05

** p < .01


0 5 10 15 20 25 300

0.2

0.4

0.6

0.8

1

1.2

ELA

Linear (ELA)

Math

Linear (Math)

Sci

Linear (Sci)

SS

Linear (SS)

Linear (SS)

HYPOTHESIS 2

The research hypothesis was retained. 82% of the possible 104 correlations combinations were significant at the p<.01 level and 5.8% were significant at the p<.05 level with a total of 86% of the data being statistically significant to support the research hypothesis.

All areas had some level of significances.

HYPOTHESIS 3

H3: There is a significant relationship between the level of in-service teacher training in assistive technology for the visually impaired and the level of usage of assistive technology for the visually impaired.

NULL HYPOTHESIS 3

H0: There is not a significant relationship between the level of in-service teacher training in assistive technology for the visually impaired and the level of usage of assistive technology for the visually impaired by students with visual impairments.

STATISTICAL ANALYSISTable 7Spearman’s correlation coefficient for Teacher In-service

Training and Student Usage in Academic Subject Areas (n=45).

Assistive Technology Category ELA Math SC SS rs rs rs rs

Assistive Technology for Students with Low Vision 1. Desktop Video Magnifiers -.324 -.324 0-.3242. Portable Digital Handheld Magnifiers -.328 -.328 0 -.3283. Electronic Telescopes -.158 -.158 0-.158 4. Screen Enlargement Software -.360 -.360 0-.3605. Large Display Calculators -.287 .083 .082 -.287 6. Large Display Graphing Calculators -.189 -.189 0 -.189

STATISTICAL ANALYSIS

Assistive Technology for Students who are Blind ELA MathSC SS rs rs rs rs

Auditory.7. Screen Reading Software .283 .462 .613* .012

8. Scan and Read Software -.371 -.371 0 -.371

9. Portable Note takers (PDAs)-.193 .097 -.039 .17

10. Digital Book Reading Hardware -.198 0 0 0

11. Digital Book Reading Software .145 .297 .495 .235

Assistive Technology for Students who are Blind

ELA Math SC SS

rs rs rs rs

Auditory.

12. Desktop Audio Players -.168 -.425 -.425 .425

13. Portable Audio Players -.431 -.431 -.293 -.431

14. Talking Dictionary -.287 -.325 -.028 -.287

STATISICAL ANALYSIS


ELA Math SC SSrs rs rs rs

Braille.15. Manual Braille Writer

-.258 -.041 -.118 .0416. Electronic Braille Writer

.233 .411 .152 .1517. Miscellaneous Braille Writing Tools .453 .604* .604* .604*

18. Braille Embossers -.294 0 -.294 -.294

19. Braille Translation Software .041 .041 0 0

STATISTICAL ANALYSIS ELA Math SC SS

rs rs rs rs

Tactile Graphics. 20. Tactile Graphics Hardware 0 .592* .402 .402

21. Tactile Graphics Software -.222 -.222 0 -.222

22. Tactile Graphics Kits -.290 .052 0 -.290 Math Tools.

23. Talking Calculators -.423 .125 .355 -.126

24. Cranmer Abacus -.265 -.076 .124 -.122

25. Math Concepts Software -.279 -.280 -.189 -.355

26. Miscellaneous Math Tools -.538 -.538 -.287 -.422

*p < .05


0

10

20

30

40

50

60

70

English

Math

Science

Social Studies


Desktop Video

Mag

nifiers

Portable

Video M

agnifiers

Electr

onic Tele

scopes

Scree

n Enlar

gemen

t SW

Large

Display

Calculat

ors

Large

Display

Graphing C

alculat

ors

Scree

n Reading S

W

Scan an

d Read SW

Portable

Notetak

ers PDA's

Digital

Book Rea

ding HW

Digital

Book Rea

ding SW

Desktop Audio Play

ers

Portable

Audio Players

Talki

ng Dicti

onary

Maunual

Braille

Writ

er

Electr

ic Brai

lle W

riter

Miscell

aneo

us Brai

lle W

riting T

ools

Braille

Embosse

r

Braille

Tran

slation SW

Tacti

le Grap

hics HW

Tacti

le Grap

hics SW

Tacti

le Grap

hics Kits

Talki

ng Calc

ulator

Cranmer

Abacus

Math Concep

t SW

Miscell

aneo

us Math

Tools

0

20

40

60

80

100

120

Teacher Low Level of TrainingTeacher High Levels of Training


Desktop Video

Mag

nifiers

Portable

Video M

agnifiers

Electr

onic Tele

scopes

Scree

n Enlar

gemen

t SW

Large

Display

Calculat

ors

Large

Display

Graphing C

alculat

ors

Scree

n Reading S

W

Scan an

d Read SW

Portable

Notetak

ers PDA's

Digital

Book Rea

ding HW

Digital

Book Rea

ding SW

Desktop Audio Play

ers

Portable

Audio Players

Talki

ng Dicti

onary

Maunual

Braille

Writ

er

Electr

ic Brai

lle W

riter

Miscell

aneo

us Brai

lle W

riting T

ools

Braille

Embosse

r

Braille

Tran

slation SW

Tacti

le Grap

hics HW

Tacti

le Grap

hics SW

Tacti

le Grap

hics Kits

Talki

ng Calc

ulator

Cranmer

Abacus

Math Concep

t SW

Miscell

aneo

us Math

Tools-50

0

50

100

150

200

250

300

350

400

450

ELAMathSCSS

Figure 5. Teacher in-service training compared to student usage of at(n = 45 students) (n = 13 teachers).


Spearman’s correlation coefficient indicates little to no correlation between the level of teacher in-service training in AT for the visually impaired and student usage of AT for the visually impaired in each academic subject area.

Although there are a few areas that are statistically significant, there were not enough to warrant accepting the research hypothesis so the null hypothesis must be retained.

RESEARCH HYPOTHESIS 4

H4: There is a significant relationship between the academic subject area that the teacher of the visually impaired is teaching and the level of student usage of assistive technology for the visually impaired.

H0: There is not a significant relationship between the academic subject area that the teacher of the visually impaired is teaching and the level of usage of assistive technology for the visually impaired by students with visual impairments.

NULL HYPOTHESIS 4

STATISTICAL ANALYSISTable 8Frequency of Student access to Assistive Technology in Academic Subject

Areas (n = 45) Assistive Technology Category %

English Math Sc SSAssistive Technology for Students with Low Vision

1. Desktop Video Magnifiers 2.2 17.4 15.5 15.5

2. Portable Digital Handheld Magnifiers 13.2 11.0 4.4 11.1

3. Electronic Telescopes 2.2 2.2 0 2.2

4. Screen Enlargement Software 24.4 13.3 15.5 24.4

5. Large Display Calculators 4.4 31.1 13.3 4.4

6. Large Display Graphing Calculators 4.4 11.1 4.4 2.2

STATISTICAL ANALYSISAssistive Technology Category %

English Math Sc SS

Assistive Technology for Students

with Low Vision

5. Large Display Calculators 4.4 31.1 13.3 4.4

6. Large Display Graphing Calculators

4.4 11.1 4.4 2.2


Assistive Technology Category% English Math Sc SS

Assistive Technology for Students Who Are Blind Auditory.7. Screen Reading Software 60.0 33.4 26.7 38.9

8. Scan and Read Software15.5 11.0 11.0 13.2

9. Portable Note takers (PDAs)39.9 31.1 6.6 15.5

STATISTICAL ANALYSISAssistive Technology Category %

English Math Sc SS

10. Digital Book Reading HW 46.6 15.5 13.3 26.7

11. Digital Book Reading SW 26.6 8.8 6.6 15.5

12. Desktop Audio Players 51.1 17.7 19.9 33.3

13. Portable Audio Players 8.8 6.6 4.4 8.8

14. Talking Dictionary 42.2 4.4 13.3 20.0

STATISTICAL ANALYSISAssistive Technology Category

%

English Math Sc SS

Braille.

15. Manual Braille Writer 42.2 64.4 37.8 35.6

16. Electronic Braille Writer 24.5 8.8 11.1 13.3

17. Miscellaneous Braille Writing Tools

17.7 13.2 8.8 13.2

18. Braille Embossers 6.6 4.4 4.4 8.9

19. Braille Translation SW 6.6 4.4 0 4.4


% English Math Sc SS

Tactile Graphics. 20. Tactile Graphics Hardware 0.0 6.6 2.2 2.2

21. Tactile Graphics Software 2.2 4.4 0 2.2

22. Tactile Graphics Kits 2.2 13.3 0 2.2

Math Tools.23. Talking Calculators 13.4 11.1 28.8 7.0

24. Cranmer Abacus .6 35.6 4.4 4.4

25. Math Concepts Software 4.4 4.4 2.2 8.8

26. Miscellaneous Math Tools11.0 64.4 19.9 6.6

% English Math Sc SS

Math Tools.23. Talking Calculators 13.4 11.1 28.8 7.0

24. Cranmer Abacus .6 35.6 4.4 4.4

25. Math Concepts Software 4.4 4.4 2.2 8.8

26. Miscellaneous Math Tools 11.0 64.4 19.9 6.6


STATISTICAL ANALYSISTable 9Spearman’s Coefficient of AT for the Visually Impaired Across Subject

Areas (n = 45)

Assistive Technology for Students with Low VisionE/M E/SC E/SS M/SC M/S SC/SS rs rs rs rs rs rs

1. Desktop Video Magnifiers .632**.654**.708**.595**.783**.803**

2. Portable Digital Handheld Magnifiers .688**.527**.880**.266. 788**.609**

3. Electronic Telescopes 1.000* 0 1.000** 0 1.000** 0

4. Screen Enlargement Software .782**.610** .790** .752**.886**.748**

5. Large Display Calculators .321* .218 1.000** .591**.321*.218

6. Large Display Graphing Calculators.602** .454** .715** .602** .447** -.033


Assistive Technology for StudentsWho are Blind

E/M E/SC E/SS M/SC M/S SC/SSrs rs rs rs rs rs

6. Large Display Graphing Calculators .602**.454**.715**.602**.447** -.033

Auditory7. Screen Reading Software

.334* .508* .588**.336* .516** .515**

8. Scan and Read Software .816**.818** .923**.795** .917**.882**

9. Portable Note takers (PDAs) .772**.640**.690**.651** .894**.585**

STATISTICAL ANALYSIS E/M E/SC E/SS M/SC M/S SC/SS

rs rs rs rs rs rs

10. Digital Book Reading Hardware.273 .354* .397** .549** .443** .550**

11. Digital Book Reading Software .474** .352 .557** .867** .760** .638**

12. Desktop Audio Players .290.223 .292 .669** .589* .651**

13. Portable Audio Players.840** .656**.714** .817** .854** .665**

14. Talking Dictionary .326* .505**.559** -.084 .471** .618**


Braille E/M E/SC E /SS M/S M/S SC/SS rs rs rs rs rs rs

15. Manual Braille Writer .673**.671**.717**.521**.545**.671**

16. Electronic Braille Writer.609**.675**.717**.894**.826** .923**

17. Miscellaneous Braille Writing Tools.540**.513**.540**.816* 1.000** .816**

18. Braille Embossers .365* .787**.528**.477**.690** .690**

19. Braille Translation Software.374* 0 .384** 0 .465** 0


E/M E/SC E/SS M/SC M/S SC/SSrs rs rs rs rs rs

Tactile Graphics.

20. Tactile Graphics Hardware 0 0 0 .537** .537**1.000**

21. Tactile Graphics Software .715** 0 1.000**0 0.715**

22. Tactile Graphics Kits .432** 0 1.000**0 .432** 0


Math Tools. E/M E/SC E /SS M/S M/S SC/SS

rs rs rs rs rs rs

23. Talking Calculators -.071 .106 .304 .261 -.027 .192

24. Cranmer Abacus .243 .374* .826** .390** .360* .465**

25. Math Concepts Software 1.000**.715** .723** .699** .723** .517**

26. Miscellaneous Math Tools .128 .245 .775** .537** .123 .375* E/M=English Language Arts/Math, E/SC=English Language Arts/Science

E/SS=English Language Arts/Social Studies, M/SC =Math/Science, M/SS== Math/ Social Studies, SC/SS= Science/Social Studies.

* p < .05** p<01


0

10

20

30

40

50

60

70EnglishMathScience Social Studies

Figure 6. Comparison of student assistive technology access by subject arean = 45.


Based on the Spearman’s correlation coefficient, there is a significant correlation between usage of assistive technology for students with visual impairments and subject areas. In fact, there are numerous significant correlations between AT usage as compared to usage in other academic areas. Of the possible 156 correlational possibilities, 12 (7.7 %) were significant at the p < .05 level and 110 (71 %) were significant at the p < .01 level. Only 34 (21.3%) were not statistically significant.


There were sufficient significant correlations at the p < .05 and p < .01 level (78.7% ) to determine that the research hypothesis was retained. The null hypothesis was rejected.

STUDY CONCLUSIONS

Hypothesis 1 and Hypothesis 3- The null hypotheses were accepted. However, there were trends, though not statistically significant, for hypothesis 1 that indicated that further study might yield different results with a larger sample size.

Hypotheses 2 and 4- The research hypotheses was retained.

RECOMMENDATIONS- FURTHER RESEARCH Replication of the study with a

larger sample size. Include itinerant TVI’s. Expand study to examine TVI’s

skill level in each assistive technology level and not just their number of hours of training

RECOMMENDATIONS- PRACTICE

Include peer coaching as a follow-up to in-service training to improve TVI levels of proficiency

TVI’s should provide access to a variety of assistive technology both high and low tech in all subject areas

Access to the curriculum is the key to positive student achievement for students with visual impairments. AT is the catalyst that makes this possible.

CONCLUSION

Access to and use of assistive technology is not a luxury for students with visual impairments. It is a necessity. The use of assistive technology is the key that unlocks the world of print and digital information to students with low vision and blindness. Further investigation is needed to strengthen the body of research in this critical area.

by: kathryn sheriff segers, phd, nbct, ctvi program specialist -accessible instructional materials...

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