mary reason they were unable to work. The respondents who were working and had increased
independence were using assistive technology in
their lives and at their jobs. There were nearly
15,000 surveys sent out with only approximately
1,500 returned. Of those 1,500 surveys "…only
20 percent or 308 people were working, More
specifically, 6 percent had full time jobs, 10 percent had part-time jobs and 4 percent were selfemployed," (p. 336). For those 20% who were
working, their household median income was between $10,000-15,000 and for those who were
living alone and working, their median income
was $5,000-10,000 annually. The group was
asked what assistive technology would help them
work or keep a full time job and the top three answers were: computer hardware/software with accessibility features, mobility devices, and mobility
related transportation help. Kelly and Wolffe
(2012) examined the percentage of transition age
students with visual impairments that were using
the Internet regularly in three waves of data collection during the years 2005, 2007, and 2009.
They found only 43% of transition aged youth
with visual impairments were using the Internet
regularly to socialize, research, or for any other
everyday task. The primary determining factor
that correlated to the 43% of participants using
the Internet were if they had a job, were in postsecondary training, or volunteered regularly in the
community.
Alper & Raharinirina (2006) suggest there
are primary barriers to assistive technology that
perpetuate this problem of students not being
provided opportunities to learn and become proficient using assistive technology. The primary barriers noted: inadequate school resources to purchase AT, lack of information for families and professionals, high cost, inadequate training and professional development of teaching staff, ongoing
support once the AT is implemented (which can
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