Connections to the BC Curriculum – Core Competencies
The BC Curriculum emphasizes Communication and Critical Thinking as a core competency with the goal that all students understand and engage in digital media and that students reflect on their own thinking and that of others.
The Communication Curriculum identifies four facets of communication competency:
- Connect and engage with others (to share and develop ideas)
- Acquire, interpret, and present information (includes inquiries)
- Collaborate to plan, carry out, and review constructions and activities
- Explain/recount and reflect on experiences and accomplishments
The Critical Thinking Curriculum identifies three facets of student development:
- Analyze and critique
- Question and investigate
- Develop and design
Assistive Technology Skills - Students with Visual Impairments
The use of technology for communication and productivity in our daily lives is widespread. For students with visual impairments to participate fully and independently, they require access to current and accessible technology. Assistive technology has improved so much in the field of vision that consumer technology like smartphones, laptops and tablets come with built-in accessible features. Dedicated assistive devices like braille notetakers go even further in supporting the specific needs for access or learning material formats.
When it comes to technology, students with visual impairments need to have the same access, knowledge and skills as their sighted peers. This can also mean that students will have multiple devices and that they are able to select the appropriate assistive technology (e.g. software or hardware) for the task (Kamei-Hannan, Brostek Lee, Presley, 2017). Students need to learn how to use technology so that they are independent and efficient.
According to Ike Presley and Frances D’Andrea (2008), assistive technology serves the following functions for students with visual impairments:
- Supporting learning and literacy
- Accessing print information
- Accessing electronic information
- Producing written communication
- Producing materials in alternate formats
Examples of Assistive Technology Skills
- General device knowledge/maintenance: Knows the function of buttons and ports, ensure battery is charged, save transportation and/or storage, starting up and shutting down the device
- Accessing online information: Using a search engine, filling out forms, downloading a document, navigating web pages
- Email: Download email, read email, send an attachment
Resources to Support Instruction
PRCVI Library Catalogue
Presley, I., & D’Andrea, F. M. (2008). Assistive technology for students who are blind or visually impaired: A guide to assessment. New York, NY: AFB Press.
Kelso, E. (n.d.). Overview of Assistive Technology. Retrieved from http://www.pathstoliteracy.org/overview-assistive-technology
Mountbatten Pro Braille Writer Resources
Developed by Graham Cook, this series of ten Mountbatten Pro lesson plan modules contains strategies and ideas that will serve as a resource and teaching guide for vision professionals. The second document, MB Pro - A Visual Guide, was developed to help teams become familiar with the hardware.
Perkins School for the Blind (2019). Paths to Technology. Retrieved from https://www.perkinselearning.org/technology
- Comprehensive website from the Perkins School for the Blind with assistive technology-focused content for practitioners, students, and parents
WebAIM Screen Reader User Survey #8 Results
- The results of the most recent survey of screen reader users conducted by WebAIM. TSVIs will find lots of useful information on trends and perspectives on how screen reading software is being used by consumers.
Kamei-Hannan, C., Brostek Lee, D., & Presley, I. (2017). Assistive Technology. In Foundations of Education (3rd ed., Vol. 2, pp. 611–653). New York, NY: AFB Press, American Foundation for the Blind.
Presley, I., & D’Andrea, F. M. (2008). Assistive technology for students who are blind or visually impaired: a guide to assessment. New York, NY: AFB Press.