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Abstract

As technology becomes increasingly embedded in education, ensuring its equitable access for students with visual impairment (VI) is critical. This qualitative case study examined the experiences of three middle school students with VI in general education classrooms, focusing on their access to and use of instructional technologies. Data were gathered through classroom observations and interviews with general education teachers and teachers of students with visual impairment (TVIs). Within-case and cross-case analyses revealed four overarching themes: (a) technology is integral to participation in general education; (b) persistent accessibility challenges contribute to frustration; (c) general education teachers experience a learning curve in supporting students with VI; and (d) TVIs frequently serve as the primary facilitators of technology access. Findings highlight the necessity of explicit instruction in digital accessibility skills for students with VI and underscore the importance of targeted professional development for general educators to foster inclusive technology practices.

Keywords

Access technology blindness digital accessibility inclusion

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Including students with visual impairment in technology-rich classrooms

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