Classroom Experiences of Students With Visual Impairments Who Use Assistive Technology

Abstract

Introduction

Meaningful participation within core academic content classes provides critical access to rich learning and social opportunities for students with visual impairments (i.e., those who are blind or have low vision). This study explores the academic and social participation of secondary students with visual impairments in core classes and examines the factors that shape their experiences.

Methods

This study examined observational data from 10 students with visual impairments recruited across four local school districts and one school for blind students in two U.S. states. Our data looked at rates of instructional practices, engagement, and social interactions students experienced within observations.

Results

Students with visual impairments experienced varied but high levels of participation when provided clear instructional expectations. The most common instructional expectations were written work tasks delivered in independent groupings. Across participants, social interactions with sighted peers were lower than interactions with adults.

Discussion

Students with visual impairments who use assistive technology work quite independently within core content classrooms. However, the social opportunities of observed students with visual impairments appeared to be less rich than the opportunities reported in the literature for sighted peers.

Implications for Practitioners

Our findings formally document the ability of students with visual impairments to independently engage in core content classrooms with assistive technology and push stakeholders to ensure students access to both. Given students’ limited peer interactions, social supports and interventions should be considered by educators and implemented with data-driven approaches to ensure positive outcomes. Finally, our observational data provide insight into classroom expectations and how educators might align instruction to ensure student success in core academic content classes.