The Use of Microsoft Windows on Intel-Based McIntosh Platform

The successful use of micro computers is regarded as the fundamental necessity for an occupational and educational placement of people with visual impairments. People with visual impairments have long been actively adopting computers and assistive technology devices as integral parts of their lives. For example, 2002 NTIA survey reported that people with visual impairments use computers more often than people who are sighted in the area of playing games, searching for information on products or services, making online purchases, and gathering information on news, weather, and sports. It further suggested that people with visual impairments use E-Mail as a significant means of communication. From a technological standpoint, number of products, protocols, and guidelines are devised to facilitate the use of computers. As a result, people with visual impairments now have relatively rich options to choose when completing tasks using computers. For example, several screen reading products are available in assisting visually impaired users for accessing information on computer screen. However, it has also been factual that people with visual impairments have limitations in choosing appropriate platforms that these assistive technology software could be operated. Over the years, the personal computer market has been divided by IBM-based open architecture computers and Power-PC based McIntosh computers. On the other hand, it can also be viewed from the point of the operating systems, where Microsoft Windows and Apple’s proprietary operating system. Data made available by Net Applications credits Mac OS X with a share of 7.31% of the operating system market with Windows at 91.79%. Out of this, Windows Vista accounts for 10.48% while Mac OS has 3.28% and Mac Intel 76.91%. The figures released by Net Applications are illustrative of the operating system market at the end of December 2007. Wide selection of assistive technology software and hardware devices for people with visual impairments were developed on Microsoft Window-based platform and as a result, visually impaired computer users were limited to Intel-based computers. Furthermore, assistive technology specialists were limited to Microsoft Window-based computers as well because more software used by their clients were developed on this platform. In 2005, Apple decided to use Intel-based chipsets and processors on their personal computers, making it possible for the Windows operating system run natively on the architecture

A Literature Review of Implementing Response to Intervention for English Language Learners

Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from English as a second language acquisition. RTI could successfully be implemented for English language learners (ELLs). A systematic literature review has been conducted to delineate various components, strategies, and implications of RTI for ELL students. Twenty six articles that meet the criteria are analyzed for themes and important findings. The result of the literature review along with the implications of the identified studies is reported. It is identified that direct instruction used in tier 2 is an effective technique when infusing linguistic and cultural aspects of ELL with diverse needs

Out-of-school STEM Program for Students with Visual Impairments: Adaptations and Outcomes During the COVID-19 Pandemic

Although previous research exists on making adaptations for students with visual impairments in online settings, there is limited research on the teaching and learning dynamics of students with visual impairments during the COVID-19 pandemic. Since responses to the pandemic made it difficult for students with visual impairments to participate in educational opportunities that require hands-on experiences, gaps have been identified in gaining access to educational opportunities. The current project was originally planned with programs based on in-person modes, aimed at increasing motivation and awareness of science, technology, engineering, and math of students with visual impairments. Due to limitations of in-person participation, substantial modifications and adaptations were required for the programs to be meaningful and effective when delivered in online environments. It was found that proficiency in the use of technology options, specific instruction and guidance for access of information, and program planning in advance were the three key elements for successful implementation of the programs. This article documents 1) existing research on the impacts of the pandemic, 2) meaningful adaptations and modifications, 3) essential elements for developing online programs in STEM, and 4) identified strategies in program transition for students with visual impairments. Some skills may not be most efficiently taught through online interactions, however participation of family members, careful modifications of existing activities, and sufficient level of technology support allows many skills to be acquired through online learning. Most importantly, strong collaboration of participating team members makes it possible for students with visual impairments to participate equitably in online environments

The impact of early exposure to uncontracted braille by students with visual impairments

The current study sought to discover the impact of uncontracted braille in early stages of learning compared to contracted braille. Eight students who began learning uncontracted braille participated, and an informal reading inventory test was administered to determine their reading level, word recognition skill, and reading comprehension. Two pages of braille writing samples generated by the students were collected to find out types and frequencies of braille errors. Eight students who began learning contracted braille were matched with those who began learning uncontracted braille on four variables: school setting, gender, current levels of reading on students' Individual Education Programs (IEPs), and chronological ages. In addition, five students who began learning uncontracted braille and five teachers with experience teaching uncontracted braille from the beginning were interviewed by telephone. Using an independent group t test, it was found that the students performed equally well in reading speed, types and frequencies of braille errors, and word recognition skill whether they began with uncontracted or contracted braille. In addition, it was demonstrated that the students who began learning uncontracted braille exhibited better comprehension skill than those who began learning contracted braille Five students interviewed for the current study indicated that they began learning braille before they entered elementary school. They reported that transition from uncontracted to contracted braille took different lengths of time. Uncontracted braille was a motivational factor for family members to acquire braille skills. On the other hand, five teachers who were interviewed reported that professional journals and contact with professionals were the sources supporting teaching in uncontracted braille. Teachers were motivated to teach uncontracted braille because they believed it would be helpful for students with visual impairments who had additional disabilities to acquire braille skills for greater consistency. Two braille teachers reported that the use of uncontracted braille was helpful in collaboration with the classroom teachers because the students could receive prompt feedback from the classroom teachers. Overall, the use of uncontracted braille from the beginning of braille instruction did not present statistical differences among variables. It was found that interviewed individuals had positive experiences regarding the use of uncontracted braille