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

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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