29Oct Teacher’s awareness about the availability and use of technology for visually impaired : A study
Introduction
Advances in technologies 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. Right now a large percentage of students with VI invest over 80% of their school days in general educational classroom. Student with very severe visual impairment could require to understand read and write using diverse approaches. Braille is a coded system of dots embossed on paper, so that individuals can feel a page of text. Braille is use for distinct kind of reading such as Maths, and Music. Now seen fewer people are utilizing Braille as a reading approach right now. Initial reason is that Braille technique is slow. According to Tuttle and Ferrell (1995) reported that excellent Braille reader obtain 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 believe of some other reason, Why Braille is less well-known today? The 1st reason is that the teachers do not know how to use or teach the Braille and unavailability of the professionals. Another reason is increasing availability of audio tape, immediate computerized print to voice translation difficulty of obtaining Braille version of books. Braille literacy has turn into 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 details to expand pc literacy amongst individual with visual impairment. Gaining access of technology and the assistive device created to reduce the effect of their disability. These exciting technological advances open up a new globe for individuals with severe visual impairment. Technological aids categorized under 3 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 utilised to enlarge the print discovered in printed texts and books.
Microcomputer – Making use of unique word processing program can create large print display that enable individual with low vision.
Kurzweil Reader – 1 of the 1st computerized systems created for people with visual impairments that translate print into synthesized speech.
Audiodescription – A technique in which trained narrators describe visual and nonverbal info during the pause in the audio or scripted dialogue of plays, films and Tv shows by using FM transmission or extra sound track accessible on stereo Tv.
Talking Books – A books obtainable 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 unique created Braille printer is attached to a micro computer, standard text can be translated into Braille, permitting 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 excellent contribution of Vidyavani section – Advanced Educational lab for Blind of University of Pune, in the location of special education and particularly 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 kids with low vision. Some of these devices are:
Spectacles, microscopes, telescopes, hand and magnifiers, visors, excellent contrast, reading writing stands, black pens, exercise book with dark lines, use of bright colours where necessary, big print books, magnifying glass, laptop or computer, and so on.
Use of technologies for VI
Students with very severe visually impaired may possibly require 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 less complicated access to classroom material for student with severe visual impairment
Rewards from enhancing their listening abilities.
Independent studying is doable.
Increase the confidence level and minimize the impact of disability.
Enhanced participation in recreational and leisure activities.
Availability of technology and assistive educational devices is crucial for VI individual is no doubt, but now the question is raised in mind that, what is the duty of teacher? How they know about technologies? Are they interested to get understanding about technologies? Will they are aware about technologies or not?
To uncover 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 technologies which is offered for VI
2) This study is limited to teachers who teach the VI students at main and secondary level.
Significance of the study:-
1) The present study might give the information to teachers of VI concerning the technological facility which is beneficial for VI.
2) The study creates awareness in teacher of VI to know the accessible technology for VI. If teachers aware about technology they will try to get the understanding. Numerous NGO’s can take portion to arrange training program for teacher to give the understanding of technology. The study could give wonderful contribution to generate understanding and useful for VI.
Research method
This is a descriptive research and a survey technique was utilised.
Population
All teachers who teach in unique school and integrated school set up in Pune district.
Sample
23 teachers who teach at main and secondary level from special school and integrated school had been selected.
A purposive sample method was utilized.
Data gathering tool and method
To understand the awareness about technology, the researcher constructed the questionnaire. The researcher utilized open and close ended question to get maximum info from teacher.
Analysis of Information
Table no: 01
Technology accessible 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 offered in school. Out of these technological aids, no others aids are offered in school. Teachers have not responded the other people.
Table no: 02
Expertise 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
five
10
17
14
9
PERCENT
9%
22%
43%
74%
61%
39%
Observation & Interpretation
Table No.-2 shows that the teachers have extremely nicely understanding about technologies. As compare to other people aids teachers have minimum expertise 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
four
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.-three indicates that a few teachers are use technologies in their teaching. Only 9% teachers use CCTV for VI simply because the electricity issue and inconvenience about use.
Table no: 04
Supply training program aboutTechnology
Response
Frequency
Percent
Yes
five
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
Will need of training Program
Response
Frequency
Percent
Yes
23
100%
No
00
00%
Total
23
100
Observation & Interpretation
Table No.five indicates that (100%) all teacher have will need a training program about technology and how its use. The program ought to organize for VI students.
Table no: 06
Will need of training Program from which level
Response
Frequency
Percent
main
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 ought to be arranged from the primary level.
Statement: – What is your opinion about the technology? It is truly beneficial for VI students or not?
Responses:-
Technologies is actually very good and it is very beneficial for person who can not see.
Since of technologies, student can understand independently without having any supporter
For the simple interaction with normal children
Increase their reading, and listening skills
It is a effective understanding resource for them via which they can progress and fight in today’s world.
Statement: – Why you are not use technologies?
Responses
Technology is not offered in school
It is accessible but we do not have knowledge about technologies.
Financially it is not reasonably priced for school.
CONCLUSION
Technologies is offered in school. Karzweil Reader and instant book reader is not offered in school. Most of the teachers have the knowledge about technologies.
In case of the awareness about technologies the study discovered that the teachers are far better aware about the technology.
All (100%) teachers wanted a special training program about technologies, via 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 ,Investigation and Studies, Torsten, Husen, T Neville Postle thwattb, Volume IX T.2, Pergaman press, Oxford New york. Toronto 1985.
Doing Analysis in the Real world, second edi . David Gray. Sage Publication.2009
Educational analysis, eigth edi,Gay, Mills,Airasian. Pearson Merill Prentice hall ,2006