Virtual AT Instruction: Discussion Paper

Reprint from Perkins.org

Statistics related to virtual AT instruction which can be used to develop best practices!

Educators in the vision field are frequently invited to participate in surveys – our field is desperate for data to help our students succeed. Discussion papers/research are used to develop/confirm our best practices and to shape our teaching strategies. In recent years, a need for educators specifically training in assistive technology for students with low vision and blindness has brought about the much-needed CATIS programs and certification in the U.S. Recent national discussions have focused on the need to support TSVIs and their students by providing virtual AT instruction by these highly trained specialists.

The pandemic, with its unprecedented extended school closures, caused all instruction to be provided virtually. What have we learned about virtual AT instruction during and after the pandemic? While typically there is limited research available specifically for students with disabilities, a new Discussion Paper Where you AT? has been published, answering many questions related to the efficacy of virtual AT instruction. This Canadian Discussion Paper provides a closer look at Assistive Technologists delivering virtual AT training to students.

Data from Where you AT?

The Discussion Paper is full of interesting data to educators in the vision field and to administrators who are interested in revamping or creating assistive technology programs. Here are a few nuggets that stood out to me:

• Greater than 71% of ATs did not provide virtual or remote support before COVID-19.
  • Approximately 22% of ATs employed some form of virtual technology to connect with their students before COVID-19.
  • 53% of respondents indicated they considered the possibility of delivering virtual support before COVID-19 but had not yet taken action to implement it.
• Greater than 89% of ATs see the benefit of continuing virtual assistive technology support, whether working in-office or remote, as organizations begin to reopen for in-person services.
• 82% of respondents believe virtual assistive technology support is an improved experience for students.
  • More students are now requesting virtual appointments with their AT.
• 73% of ATs indicated virtual support is an improved experience for students.
  • ATs recognize that in-person support must still be available based on students’ preferences or the nature of the technology being used.
• 86% of ATs have seen increased flexibility to support students across campuses with a reduced need to travel to multiple locations.
• 65% of ATs had fewer missed appointments by students since going virtual.

Recommendations and Resources

The AT3 team at Kin’s Western University – Canada, hopes that this discussion paper will provide information and guidance that can be used to determine how to move forward with virtual AT support and improve accessibility for BLV students/clients. If you are considering ways to improve AT instruction for BLV students and/or are considering the possibility of virtual AT instruction, it is strongly recommended that you read the full discussion paper, including their four recommendations.

Where you AT? Supporting clients through virtual assistive technology is available:

• Yumpu eBook Version
• Downloadable Accessible Low-Res Version
• Downloadable Accessible High-Res Version
• Where You AT – PDF Attachment

Related Resource

Supporting TVIs in Technology, Digital Math and Computer Science post