VIDBE-Q Volume 69 Issue 4
Beth A. Jones
Texas A&M University-Commerce
beth.jones@tamuc.edu
As an individual with a visual impairment, I utilize assistive technology
(AT) on a daily basis. Additionally, both of my children are visually impaired
(with very differing acuities) and rely on AT to access their general education
curriculums. I am also immersed in the field, working as a Professor of Special
Education and serving on the Board of Trustees for the Texas School for the Blind
and Visually Impaired (TSBVI). Before my time as a professor, I served as a
special education teacher in public education. It is from the frame of my personal
and professional experiences that I have created a model for teachers of students
with visual impairments (TSVIs) to use as a guide for familiarizing general
education teachers with the AT our students depend on.
Collaborative Consolation on Assistive Technology
Teacher preparation is the primary predictor of student AT use; Specifically,
the success and use of AT by students is related to the knowledge and skills of
Training General Education Teachers in the
Use of Assistive Technology
