Division on Visual Impairments

VIDBE-Q Volume 69 Issue 4 Table 5 Self-Rated AT Skill Level & Share of Users Who Would Benefit from AT Training AT Type Skill Level Training Needed n M SD Range n % Screen reader software 100 8.45 1.39 3-10 23 23.0 OCR app 70 8.14 2.07 1-10 19 27.1 Built-in accessibility tools a 58 8.17 2.00 1-10 6 10.3 OCR software/hardware 45 7.60 1.79 4-10 18 40.0 Refreshable braille display 44 8.20 1.77 3-10 10 22.7 Remote sighted assistance app 40 8.50 2.00 2-10 6 15.0 Digital reading app 37 8.95 0.91 6-10 1 2.7 Braille notetaking device 35 8.57 1.67 4-10 6 17.1 Navigation/wayfinding app 29 7.97 1.52 4-10 8 27.6 Digital reading software/device 26 8.27 2.03 1-10 5 19.2 Audio recorder app 22 8.41 1.97 2-10 2 9.1 Screen magnification software 18 7.61 2.23 2-10 4 22.2 Other identification app 14 8.93 1.44 5-10 0 0.0 Dictation/speech recognition software 12 8.92 1.00 7-10 1 8.3 Electronic video magnifier 10 8.70 2.31 4-10 2 20.0 Handheld electronic video magnifier 10 8.50 2.17 3-10 1 10.0 Other built-in accessibility features 9 8.11 1.54 5-10 2 22.2 Orientation/wayfinding/navigation device 5 9.00 1.22 7-10 1 20.0 Wearable device 5 7.40 2.79 4-10 3 60.0 Digital labeling app 3 9.33 1.15 8-10 n/a n/a Note. N = 121. OCR = Optical Character Recognition. a Built-in accessibility tools were primarily screen readers/magnifiers but could include dictation software. Discussion In our study, just over half of participants who used a screen reader or a braille notetaking device at work reported that a TSVI helped them learn to use those technologies in school. For all other ATs they used on the job, less than half, and in some cases no one, reported that a TSVI provided instruction in their use. We do not know what ATs are used in school by youth with blindness or low vision who match our sample characteristics. A recent study investigated AT use

• Cover
• GITWL
• Message from the Guest Editor
• 2024_Oct_Webinar AT Mindset
• Digital Social Interactions: An Update on the Need to Support Students with Visual Impairments in their Social Media Use
• DVIDB Awards 2025 Nominations
• A Playbook for Deploying Communities of Practice Within Train-the-Trainer Programs
• Advertise with VIDBE-Q
• Supporting Implementation of Technology in Classrooms
• LISD Programs
• Training General Education Teachers in the Use of Assistive Technology
• Vision Impaired, Orientation & Mobility Specialists, and AT Specialists
• Co-Designing More Accessible Futures with the Expanded Core Curriculum
• APH ConnectCenter
• You Cannot Escape from AT and UDL
• GITWL Call for Proposals
• Assistive Technology in the Workplace and Training Needs: Insights from Employed Young Adults who are Blind or Have Low Vision
• VIDBE-Q Convention Issue
• Professionally Crossing an Offset Intersection: My Experience of Adding a CATIS Credential to a COMS and Why You Might Consider It
• 2024_Nov. 14 Webnar
• Assistive Technology for Individuals who Have Visual Impairments (ATVI): Paths and Funding at the University of Massachusetts Boston
• Table of Contents
• President's Message
• DVIDB on Facebook