VIDBE-Q Volume 69 Issue 4
Step 3: Have Teachers Use the Technology
When showing teachers student-specific technology, it can be enlightening
to have them practice completing tasks using the technology. For example, TSVI's
can have teachers send an email or read a document while using magnification
devices. For younger children especially, it is important for teachers to experience
the unique way in which they are having to learn to read and write. Additionally,
instruction on built-in accessibility features (e.g., hotkeys for magnification and
inverting color, narrator) that are available to everyone, but often crucial for a
student with a visual impairment, is also important. This affords teachers the
opportunity to experience the unique skill set required to operate in this manner to
perform daily activities. While experimenting with AT, teachers need to be
prompted to think about both the advantages and disadvantages of AT devices.
Step 4: Familiarize Teachers with Considerations for AT use
This firsthand experience with AT can lead into a conversation about
considerations for AT use as well as some guidelines for implementation. For
example, students with less vision loss may not always need AT. Students must be
encouraged to advocate for when and what type of AT is needed. This can seem
counterintuitive to teachers who naturally think that students need the AT for every
task they do. Additionally, teachers need to be aware that there is often a need for
extended time while using AT, as students often cannot see the whole screen or
