Teacher’s awareness about the availability and use of technology for visually impaired : A study

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Introduction

Advances in technology have significantly influenced in the blind and low vision individuals. Over the past 20th year improvement in computer has allowed for readily access to VI. Today a large percentage of students with VI spend over 80% of their school days in general educational classroom. Student with very severe visual impairment may need to learn read and write using different methods. Braille is a coded system of dots embossed on paper, so that individuals can feel a page of text. Braille is use for different type of reading such as Maths, and Music. Now seen fewer people are using Braille as a reading method today. First reason is that Braille method is slow. According to Tuttle and Ferrell (1995) reported that good Braille reader achieve a rate of only 100 words per minutes. Nolan (1967) found that average high school students who is blind reads even fewer words per minutes.

Can you think of some other reason, Why Braille is less popular today? The first reason is that the teachers don’t know how to use or teach the Braille and unavailability of the experts. Another reason is increasing availability of audio tape, immediate computerized print to voice translation difficulty of getting Braille version of books. Braille literacy has become focus of a great debate. Advanced technology is a reason for its unpopularity.

VIBUG (Visually Impaired Blind User Group), the Boston Computer Society are exchanging information to expand computer literacy among person with visual impairment. Gaining access of technology and the assistive device designed to minimize the effect of their disability. These exciting technological advances open up a new world for people with severe visual impairment. Technological aids categorized under three heads.

Technological Aids

 

 

 

Visual aids Audio aids Tactile aids

 

CCTV Talking books                                       Emboss material

Microcomputer                        Record player                                     Perkins Brailler

OHP                                         Compact disk                                        Braille Printer

Audio cassettes

Telephone

Mobile

Karzweil Reader

Audiodescreption

Community Radio

CCTV – It can be used to enlarge the print found in printed texts and books.

Microcomputer – Using special word processing program can produce large print display that allow person with low vision.

Kurzweil Reader – One of the first computerized systems designed for people with visual impairments that translate print into synthesized speech.

Audiodescription – A technique in which trained narrators describe visual and nonverbal information during the pause in the audio or scripted dialogue of plays, films and TV shows by using FM transmission or extra sound track available on stereo TV.

Talking Books – A books available in auditory format.

Braille – A system of reading and writing that uses dot codes that are embossed on paper, developed by Louis Braille in 1929.

Perkins Brailler – It is a compact and portable machine that uses keys that, when pressed down, emboss special paper with the Braille code.

Braille Printer – A special designed Braille printer is attached to a micro computer, standard text can be translated into Braille, allowing teacher who does not know how to use Braille to produce Braille copies of handouts, tests, maps, charts and other class materials

Community Radio – It is a recent development in the technology.( Sakal Newspaper Published news on 23 March 2010)  conducted  exam of VI students with the help of community Radio. It is a great contribution of Vidyavani section – Advanced Educational lab for Blind of University of Pune, in the area of special education and especially for VI

Assistive Educational divice

Punani and Rawal (2000) have classified assistive educational device into eight categories. These are as follow.–

Braille duplicators and writer
Writing device
Braille paper
Talking books and tape recorders
Reading machines
Braille computers
Mathematical devices
Geography and Science devices

In addition there are also devices for children with low vision. Some of these devices are:

Spectacles, microscopes, telescopes, hand and magnifiers, visors, good contrast, reading writing stands, black pens, exercise book with dark lines, use of bright colours where needed, large print books, magnifying glass, computer, etc.

Use of technology for VI

Students with very severe visually impaired may need to learn read and write.
Immediate computerized print to voice and voice to print translation of document.
Many low vision students they can read a specially adapted version of the text.
Greater and easier access to classroom material for student with severe visual impairment
Benefits from improving their listening skills.
Independent learning is possible.
Increase the confidence level and minimize the effect of disability.
Enhanced participation in recreational and leisure activities.

 

Availability of technology and assistive educational devices is important for VI person is no doubt, but now the question is raised in mind that, what is the duty of teacher? How they know about technology? Are they interested to get knowledge about technology? Will they are aware about technology or not?

To find out this curious view point the researcher took following study:

Title: – : Teacher’s awareness about the availability and use of technology  for visually impaired : a study.

Purpose of the study: - The present study explores the teacher awareness about the technology and its use for VI.
Objective of the study: – To find out the technology awareness among teacher of VI.
Delimitation of the study:-

1)      This study is limited to technology which is available for VI

2)      This study is limited to teachers who teach the VI students at primary and secondary level.

Significance of the study:-

1)      The present study may provide the information to teachers of VI regarding the     technological facility which is useful for VI.

2)      The study creates awareness in teacher of VI to know the available technology for VI. If teachers aware about technology they will try to get the knowledge. Many NGO’s can take part to arrange training program for teacher to give the knowledge of technology. The study may give great contribution to generate knowledge and useful for VI.

Research method

This is a descriptive research and a survey method was used.

Population

All teachers who teach in special school and integrated school set up in Pune district.

Sample

23 teachers who teach at primary and secondary level from special school and integrated school were selected.

A purposive sample method was used.

Data gathering tool and technique

To understand the awareness about technology, the researcher constructed the questionnaire. The researcher used open and close ended question to get maximum information from teacher.

 

 

 

 

 

 

Analysis of Data

Table no: 01

Technology available in school

 

Braille Printer

Screen reader

Graphical Embosser

Instant book reader

Karzweil Reader

CCTV TTI

Others

Responses

Yes

Yes

Yes

No

No

Yes

—-

Observation & Interpretation Table No.1 revealed that Braille Printer, Screen reader, CCTV TTI, Graphical Embosser are available in school but Karzweil Reader, Instant book reader are not available in school. Out of these technological aids, no others aids are available in school. Teachers have not responded the others.

Table no: 02

Knowledge about Technology

Response

Braille Printer

Screen reader

Graphical Embosser

Instant book reader

Karzweil Reader

CCTV TTI

Yes

21

18

13

6

9

14

PERCENT

91%

78%

57%

26%

39%

61%

No

2

5

10

17

14

9

PERCENT

9%

22%

43%

74%

61%

39%

 

Observation & Interpretation

Table No.-2 shows that the teachers have very well knowledge about technology. As compare to others aids teachers have minimum knowledge aboutInstant book reader andKarzweil Reader because of unavailability of aids in school

 

 

. Table no: 03

Technology use in teaching

 

Response

Braille Printer

Screen reader

Graphical Embosser

Instant book reader

Karzweil Reader

CCTV TTI

Yes

11

07

4

00

00

2

PERCENT

48%

30%

17%

00%

00%

9%

No

12

16

19

23

23

21

PERCENT

52%

70%

83%

100%

!00%

91%

 

Observation & Interpretation

Table No.-3 indicates that a few teachers are use technology in their teaching. Only 9% teachers use CCTV for VI because the electricity problem and inconvenience about use.

Table no: 04

Provide training program aboutTechnology

Response

Frequency

Percent

Yes

5

22%

No

18%

78%

Total

23

100%

 

Observation & Interpretation

Table No.4 highlighted very high percent (78%) teachers said that no any training program arrange about the technology for them.

Table No. 5

Need of training Program

Response

Frequency

Percent

Yes

23

100%

No

00

00%

Total

23

100

Observation & Interpretation

Table No.5 indicates that (100%) all teacher have need a training program about technology and how its use. The program should organize for VI students.

Table no: 06

Need of training Program from which level

Response

Frequency

Percent

primary

22

96%

Secondary

1

4%

Higher secondary

00

00%

Total

23

100

Observation & Interpretation

Table No.6 indicates that (96%) teachers are said that the training program should be arranged from the primary level.

Statement: – What is your opinion about the technology? It is really useful for VI students or not?

Responses:-

Technology is really good and it is very useful for person who can not see.
Because of technology, student can learn independently without any supporter
For the easy interaction with normal children
Increase their reading, and listening skills
It is a powerful learning resource for them through which they can progress and fight in today’s world.

Statement: – Why you are not use technology?

Responses

Technology is not available in school
It is available but we do not have knowledge about technology.
Financially it is not affordable for school.

 

CONCLUSION

Technology is available in school. Karzweil Reader and instant book reader is not available in school. Most of the teachers have the knowledge about technology.
In case of the awareness about technology the study found that the teachers are better aware about the technology.
All (100%) teachers wanted a special training program about technology, through which they will get sufficient knowledge

 

REFERANCES

Encyclopedia of Indian Education, Volume I ( A-K ), J. S. Rajput, NCERT.
Encyclopedia of Indian Education, Volume II ( A-K ), J. S. Rajput, NCERT. 1st edition April, 2004.
The international encyclopedia of Education ,Research and Studies, Torsten, Husen, T Neville Postle thwattb, Volume IX T.2, Pergaman press, Oxford New york. Toronto 1985.
Doing Research in the Real world, second edi . David Gray. Sage Publication.2009
Educational research, eigth edi,Gay, Mills,Airasian. Pearson Merill Prentice hall ,2006

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