The Impact of CATT on K-12 Education for Students Who Are B…

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The Impact of CATT on K-12 Education for Students Who Are Blind or Low Vision Summary : The Center for Assistive Technology Training (CATT), a key initiative of the American Printing House for the Blind (APH), is instrumental in enhancing K-12 education for students who are blind or have low vision. This article examines the distinctive challenges these students encounter and highlights the ways in which CATT addresses these obstacles through its robust training programs and resources. In order for some students with disabilities to participate fully in the curriculum, they need to utilize AT. In order for them to use AT effectively, they need teachers skilled and confident to train them to use it.

CHALLENGES FACED BY K-12 STUDENTS AND TEACHERS Since its inception in 1879, the Act to Promote the Education of the Blind has allocated annual funding to the American Printing House for the Blind (APH) to produce and distribute educational materials tailored specifically for students identified having a visual impairment. In addition to these materials, APH supplies various teaching aids, such as assessments, performance measures, and other specialized resources (American Printing House for the Blind, n.d). The organization also conducts research focused on the development and improvement of these products, while offering outreach services to both professional and consumer organizations.

NIRAJ PARIKH , With over 22 years of experience in AT, working with individuals with various disabilities from K-12, college, and adults, Niraj Parikh, CATT Program Coordinator, holds a Master's in Assistive Technology and Human Services. Starting as an AT Specialist, Niraj founded Kratu, Inc. and now leads CATT, empowering educa- tors and parents of visually impaired children through a "train the trainer" approach. RAMONA MCLAUGHLIN is a dedicated educator with 15 years of experience supporting students with visual impairments in a Southern California K-12 school district. In addition to her work in the classroom, she serves as a faculty member at California State University, Los Angeles, where she coordinates early fieldwork for the Visual Impairment Credential Program and teaches courses in literacy, technology, and research. Her research focuses on improving technology access for students with visual impairments.

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LIMITED ACCESS TO RESOURCES: Funding continues to play a crucial role in shaping the accessibility of both low-tech and high-tech assistive technology (AT) for students with visual impairments (Senjam et al, 2023). While there are various funding sources that practitioners can explore, the process of securing AT begins with the responsibility of the IEP team. This team must assess a student's needs, determine the appropriate AT, and design suitable training and support before acquisition. Without thorough assessment and planning, however, barriers can arise that hinder effective AT use. Inadequate planning often leads to mismatched devices, which can result in abandonment or underutilization (Fteiha et al, 2024). A key challenge faced by students with visual impairments (SWVIs) is the limited availability of traditional textbooks and learning materials in accessible formats, such as Braille or audio (Kana & Hagos, 2024). Even when these materials are available, delays in their acquisition and distribution can further disadvantage students, hindering their ability to access educational content in a timely manner. This lack of accessible learning materials, paired with a deficiency in curriculum adaptations, creates significant barriers to academic success for SWVIs. These students require specialized instructional strategies and accommodations to thrive. For instance, integrating tactile and auditory elements into lesson plans can help supplement traditional visual-based instruction, fostering a more multisensory learning experience. When given adequate accommodations, SWVIs can excel in complex subjects like science, mathematics, and other STEM disciplines, which traditionally rely on visual representation (NSTA, n.d). However, the abstract nature of many scientific and mathematical concepts presents additional challenges for these students. To overcome these obstacles, educators can implement strategies that enhance contextual understanding, encourage collaborative learning, and promote targeted questioning, all of which can support deeper comprehension. Conventional academic curriculum remains largely tailored to sighted students, putting those with visual impairments at a disadvantage, particularly in hands-on experiments and tasks that heavily rely on visual aids. By considering sensory needs when designing academic tasks, educators can create a more inclusive learning environment for SWVIs. Additionally, alternative formats, including accessible materials provided by organizations such as the American Printing House for the Blind (APH), offer valuable resources to enhance accessibility in subjects like science and mathematics. LACK OF TRAINED EDUCATORS: Professional development in assistive technology (AT) plays a pivotal role in enhancing educators' self-efficacy in its application. This is especially critical considering that many teachers entering the profession have not received adequate

AT training during their college education (Alsolami, 2022). The Individuals with Disabilities Education Act (IDEA, 1997) mandates that the majority of the 5.8 million students with disabilities (SWD) be integrated into general education classrooms to the greatest extent possible, to engage in core subjects such as science and math (U.S. Department of Education, 1991, Kalonde, 2019). Despite this policy, many educators report feeling ill- prepared to support students with visual impairments, lacking both specialized teaching strategies and the knowledge required for the effective use of AT. This deficiency limits their ability to create inclusive learning environments, particularly for students with visual impairments. A survey of 1,088 science teachers found that 54% felt the least prepared to teach students with visual impairments compared to other disability groups (Kahn & Lewis, 2014). Similarly, Teachers of Students with Visual Impairments (TSVIs) report feeling unprepared to teach STEM content, further complicating the situation (Smith, 2017). This creates a significant disconnect: STEM educators often lack the pedagogical skills to teach students with visual impairments and integrate specialized AT into their lessons, while TSVIs may lack the content knowledge necessary to support both the student and the STEM educator effectively. Moreover, TSVIs report insufficient familiarity with AT devices (Tuttle & Carter, 2022) that may lead to a lack of confidence in teaching students to use them. According to the National Longitudinal Transition Study 2 (NLTS2), only 42% of academically focused high school students with visual impairments were using high-tech assistive technology on average (Kelly, 2011). Further research by Kelly (2009, 2011) indicates that fewer than half of K-12 students with visual impairments had access to assistive technology that could help them fully participate in STEM education. There is a strong correlation between students' use of assistive technology and teachers' familiarity with these tools. When educators are confident in their ability to use AT, they are more likely to integrate it into their teaching practices, which increases the likelihood of successful implementation (Fernández-Batanero,2022). One potential way to enhance teachers' use of assistive technology and, in turn, improve its use by SWVIs is by increasing teachers' familiarity with a wider range of AT devices (Bin & Berry, 2018). INADEQUATE CURRICULUM ADAPTATION: Students with visual impairments require specialized instructional strategies and environmental accommodations to facilitate learning. Incorporating tactual and auditory elements into the educational experience significantly enhances visual- based instruction, providing a multisensory approach to learning. Research shows that students with visual impairments can grasp higher-order concepts in disciplines such as chemistry, physics, engineering, biology, and mathematics— fields traditionally reliant on visual representations—when appropriate accommodations are implemented (Sahin &

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Yorek, 2009). However, the abstract nature of scientific and mathematical concepts presents particular challenges for these students. To address these challenges, teachers can implement strategies that enhance context and foster collaborative learning, complemented by targeted questioning techniques. By considering the sensory components of academic tasks, educators can create a more holistic and accessible learning experience. Alternative formats for all subjects, including science and mathematics, are available through resources such as the American Printing House for the Blind (APH), which provides accessible visual materials. Despite these resources, the typical academic curriculum is often designed with sighted students in mind, which can place students with visual impairments at a disadvantage. This is especially true for subjects like science and mathematics, where hands-on experiments and visual aids are frequently integral to instruction. SOCIAL ISOLATION: Among the many challenges faced by children and adolescents with visual impairments, difficulties in social skills are more frequently reported than among their sighted peers (Caron et al., 2023). These students are particularly vulnerable to social isolation in school environments, where their inability to participate in visually oriented activities limits their ability to interact with peers and hampers their social development. This exclusion is often a result of insufficient adaptations to classroom activities, which prevents their full participation. Assistive technology (AT) plays a crucial role in addressing these challenges by providing significant benefits to students with visual impairments. For example, AT enables students to engage in independent academic tasks or collaborate with classmates, rather than waiting for assistance. Research has shown that students with visual impairments tend to learn more effectively when they are given opportunities to work alongside sighted peers as active members of a group (Sahin & Yorek, 2009). This collaborative environment fosters social connections and helps these students become more engaged in class activities and increase independence (Alimović, 2024). Practitioners working with SWVIs emphasize the importance of promoting independence and increasing participation in group work. CATT support and resources exemplifies this effort and empowers learners with the tools they need to access a wide range of learning experiences. The assistance and guidance CATT provides to TSVIs can enable the learning environments students need to plan their own academic investigations, make decisions, and share their discoveries with peers, enhancing both their academic and social engagement (Tuttle, 2022). THE ROLE OF CATT IN ADDRESSING THESE CHALLENGES In addressing these challenges, CATT plays a pivotal role in supporting TSVIs, who are primary responsible for assistive

technology training for SWVIs (Tuttle & Carter, (2022). CATT training helps ensure TSVIs stay well-informed and have knowledge about relevant AT designed for SWVIs. CATT specialists provide comprehensive assistance across multiple stages, including training, assessment, evaluation, planning, device setup, and technical support. Through this extensive support, CATT ensures that SWVIs have access to a more equitable and accessible education, helping to bridge the gap between them and their sighted peers. TRAINING FOR EDUCATORS: Since its establishment in 1879, the Act to Promote the Education of the Blind has provided annual funding to the American Printing House for the Blind (APH) to produce and distribute educational materials tailored specifically for students who are legally blind. In addition to this, APH offers an array of teaching aids, such as tests, performance measures, and other specialized supplies. The organization also conducts research focused on the development and enhancement of products and provides outreach services to both professional and consumer organizations. Effective teacher professional development is crucial, with a clear need for programs that combine hands-on training with ongoing, timely support. The Center for Assistive Technology Training addresses this need through its Training of Trainers (ToT) model, an active and participatory teaching strategy that involves users in both teaching and learning processes. This approach empowers educators by equipping them with the knowledge and skills necessary to train their colleagues and students (Survey et al., 2020). The ToT model represents a shift away from reliance on external experts towards fostering a more sustainable, internally supported professional learning community. Its primary objective is to bridge the gap between teachers' self-perceptions of their abilities and their actual competencies. In this way, the model provides a relevant and impactful response to the ongoing needs of educational agencies, TSVIs, and other practitioners working with students with blindness or low vision. ASSISTIVE TECHNOLOGY: Historically, traditional assistive devices have encompassed both high-tech and low-tech tools specifically designed to support individuals with disabilities in accessing their educational environments. These devices enable individuals to actively engage in academic activities and daily tasks, such as organizing schedules, cooking, and traveling safely. However, one significant barrier to access is inadequate funding for both high- and low-tech assistive technologies. The Center for Assistive Technology and Training addresses this challenge by offering a valuable loaner device program, which allows educators to engage in hands-on learning and begin student training while funding is being sought to secure a personal device. During this

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SUMMARY The Center for Assistive Technology Training is making a significant impact on K-12 education for students who are blind or have low vision. By addressing the challenges these students face and providing comprehensive training and resources, CATT is helping to create a more inclusive and supportive learning environment. As an APH program, CATT's collaborative approach and commitment to high-quality education on assistive technology are bridging the gap and ensuring that visually impaired students receive the support they need to succeed. REFERENCES Alimović, S. (2024). Benefits and challenges of using assistive technology in the education and rehabilitation of Individuals with visual impairments. Disability and

period, teachers can also benefit from the technical assistance provided by CATT’s network of professionals, all dedicated to enhancing educational opportunities for students with visual impairments. COLLABORATION AND SUPPORT: The Center for Assistive Technology collaborates with various organizations to provide support and resources to educators and families. This includes technical assistance, loaner devices, and access to a network of professionals dedicated to improving education for visually impaired students. The collaborative efforts of CATT ensure that educators and families have the necessary tools and knowledge to support visually impaired students effectively. This collaborative approach is supported by research that highlights the value of transdisciplinary collaboration in the field of assistive technology, fostering innovation and impactful solutions (Boger Et al, 2017). In the few years that CATT has existed, it has provided invaluable support to professionals in the field. However, the success of this APH program would not have been possible without the collaboration and support of organizations such as the Alabama Institute for Deaf and Blind (AIDB), the Foundation for Blind Children (FBC) in Arizona, and the Washington State School for the Blind (WSSB). Additionally, CATT collaborates with school districts, state schools for the blind and deaf, assistive technology conferences at both state and national levels, the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER), and other similar organizations. These collaborations ensure that students with blindness and low vision receive the support they need to succeed. By working together, advocating, and providing services, we can create a more inclusive and supportive educational environment for these students. CONCLUSION The Center for Assistive Technology Training is a pioneering initiative that encompasses three distinct programs, each led by dedicated professionals. The Southeast Program, under the leadership of Stephanie Pizza , serves states including Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, and Tennessee. The Northwest Program, led by Yue-Ting Siu , extends its services to Alaska, American Samoa, California, Guam, Hawaii, Idaho, Montana, Northern Mariana Islands, Oregon, Washington, and Wyoming. Additionally, the Southwest Program, spearheaded by Niraj Parikh , focuses on providing assistive technology support, outreach, and training across Arizona, Texas, Nevada, Utah, Colorado, New Mexico, and other states not covered by the other programs. For more information, please send an email to: CATT@aidb.org for the Southeast Program, cattnw@wssb.wa.gov for the Northwest Program, and info@CATTSouthwest.org for the Southwest Program.

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