VIDBE-Q Volume 68 Issue 4
92
across several decades of research literature. Historically, shortcomings in blind
and low vision students' adoption of assistive technology (AT) were attributed to a
lack of resources for purchasing technology, lack of parent involvement, and
inadequate training in teacher preparation programs (Parker, 1990; Edwards &
Lewis, 1998; Abner & Lahm, 2002; Kapperman et al., 2002; Smith et al., 2009;
Kelly, 2011; Zhou et el., 2011). Challenges specific to developing technology
proficiency among Teachers of Students with Visual Impairments (TSVIs) include
a missing link to engagement with communities of practice that can help develop
one's technology knowledge and sustain professional development (Morash & Siu,
2016).
With the addition of AT to the American Printing House for the Blind
(APH)'s product catalog, it has become much easier to obtain assistive technology
for a blind or low vision student. AT from APH can be purchased for students
using federal quota funds, while district funds can be used for purchasing ancillary
or supplemental technology as needed. In some cases, AT from APH functions as
an easy starting point to trial and learn how to use different types of technology for
blind or low vision accessibility; in other cases, AT from APH might carry a
student through their school career. When technology outside of what is available
from APH is needed, initial use cases with APH AT can provide the justification
needed to purchase an alternate device or program.
