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This section of the Teaching Visually Impaired website includes an Overview of Assistive Technology (AT); Types of VI AT; AT Instruction; Apps for VI; Braillewriter Repair; AT Resources; and Vendors.
Source: Teaching Visually ImpairedBegin your understanding of assistive technology with this overview of the tools and devices used by the visually impaired to assist their daily activities, and then browse resources and activities on topics such as 3D printing, apps, coding, iPads and tablets, and screen readers.
Source: Paths to LiteracyLooking for a template for assessing students with visual impairments? TSBVI provides an example for download, which can be modified as needed. Includes assessment of accessing and producing written communication, physical requirements for computer use, and recommendations. Other templates are available in PDF and RTF form for the major types and brands of assistive technology for users who are blind or visually impaired.
Source: Texas School for the Blind and Visually Impaired (TSBVI)This 10-page document defines commonly used terminology associated with assistive technology.
Source: Georgia Project for Assistive TechnologyA self-paced online course for teams assessing the assistive technology needs of students with visual impairment. Includes videos to demonstrate assessment techniques and student interaction with the potential equipment..
Source: Texas School for the Blind and Visually Impaired (TSBVI)A brief overview of some of the primary types of assistive technology for people with visual impairments, including Screen-Reading Software, Magnification Software, Dictation Software, Refreshable Braille Displays, Optical Character Recognition (OCR) Systems, Video Magnifiers or Closed-Circuit Televisions (CCTVs), and Portable Magnifiers.
Source: Mobility International USAExplore information designed for parents and family members on a range of assistive technology topics, including Accessing Printed Information; Accessing Electronic Information; Tools for Writing; Taking Care of Assistive Devices; Students Using Technology; and Kitchen Appliance Accessibility.
Source: FamilyConnect for Parents of Children with Visual ImpairmentsThese guidelines for Michigan teachers are useful for any educator whose student needs instruction in assistive technology. Includes downloadable checklists in Word and PDF format.
Source: Michigan Department of EducationATIA is a not-for-profit membership organization of manufacturers, sellers and providers of assistive technology devices and/or services.
ADP lists television programs by network, and gives instructions for enabling the service on home TVs.
Source: The Audio Description ProjectAutism Spectrum Disorder in Learners with Blindness/Visual Impairment: Comparison of Characteristics
The charts in this 6-page document by Marilyn and Jay Gense compare typical development, development of children who are blind or visually impaired, and children who have autism as well as visual impairments. The charts focus on communication, social interactions, patterns of behavior, and responses to sensory information.
Source: FocusFamiliesBabies Count was first created in 1995 and is the only national database in the US to collect epidemiologic and demographic information on infants and toddlers between the ages of birth and 36 months who are blind or visually impaired. Information from this database has been used to make policy and budget decisions, to expand programs, to drive medical and educational research, and to track the changing face of blindness of children in our country today. The database is currently being reconstructed to reflect the ways that data is collected in the 21st century and to meet the evolving needs of participating agencies.
Source: Babies CountAuthors Perla and Ducret explain how the design of an O&M program for students with multiple disabilities should start with understanding the child's most basic needs, such as communication, safety, independence, and consistency.
Source: International Council for Education of People with Visual Impairment (ICEVI)Visually Impaired and Blind Youth Camp
Tips for parents on observing skills development, missing or delayed skills in children with visual impairments, and dealing with difficult or challenging behaviors.
Source: FamilyConnectThree behavioral characteristics are commonly found among individuals with Congenital Rubella Syndrome. Author John Walters stresses the necessity of understanding the whole person and the function of behaviors before considering intervention.
Source: National Center on Deaf-Blindness (NCDB)In your education of (and advocacy for) others, you may find these talking points helpful for getting the message across that orientation and mobility are important lifelong learning processes. This link presents both English and Spanish text.
Source: Texas School for the Blind and VIsually ImpairedA primer on Large Print standards and practices.
Source: The Council of Citizens with Low Vision International (an Affiliate of the American Council of the Blind)In this 11-page document, Sam Morgan describes biobehavioral states and explains why they are important when working with students with profound disabilities.
Source: Hunter CollegeThis article introduces two ways to classify states of awareness in "individuals with profound disabilities." (This is a scanned document and is not accessible to screen readers.)