VIDBE-Q Volume 69 Issue 4
Most participants who received training from a TSVI on their workplace AT
did not consider that training to be the primary way that they learned to use the AT
(with electronic video magnifiers being the exception). Self-taught was by far the
most common method selected for learning to use AT, and it was also the primary
learning method many people selected for their workplace AT. This finding
supports the importance of TSVIs and other AT trainers preparing their students
for the need to continue learning to utilize their AT and expand their skills over
time. Not only are some ATs complicated, with many different features and
functions, those features and functions are constantly evolving with the rapid
advancements in AT for people who are blind or have low vision. Students should
be informed of their need to continue learning and advancing skills with their AT.
They should also be taught to problem-solve technology challenges that are likely
to arise (Kamei-Hannan et al., 2023).
On average, participants rated their skill level with their workplace AT as
high, with only three of the 20 AT having average skill ratings below 8 on a 10-
point scale. Although most participants were very confident with their AT skills,
some expressed a need for training. More than one-fifth of participants would
benefit from more training on eight ATs they were currently using at work. ATs
with the greatest need for training were wearable devices, OCR software/hardware,
orientation/navigation/wayfinding apps, and OCR apps. OCR technology is an AT
