VIDBE-Q Volume 69 Issue 4
Michael Tuttle
Florida State University
mjt18t@fsu.edu
Assistive technology (AT) plays a vital role in access for students with
visual impairment. Through AT, students can engage with information to
accomplish a task, whether using devices (e.g., braille notetakers, screen readers,
screen enlargement software, video magnifiers) or applications and settings on
classroom technology (e.g., pinch zoom on a tablet, using a smartphone to take and
view a picture of content on a whiteboard). Despite the promise of AT, student
implementation of technology is not always a smooth process. Tuttle and Carter
(2023) documented that utilization of AT varies widely across students.
Specifically, some students used AT as much as 87% of the time they were in class
while other students used AT as little as 10% of the time they were in class. Of
note, these classes were classrooms where participants reported they were most
likely to use their AT.
Supporting Implementation of Technology in
Classrooms
