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

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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