Barriers to using assistive technology among students with visual disability in schools for the blind in Delhi, India. (3rd October 2021)

• Record Type: Journal Article
• Authors: Senjam, Suraj Singh; Foster, Allen; Bascaran, Covadonga
• Is Part Of: Disability and rehabilitation. Volume 16:Number 7(2021)
• Page Start: 802
• Page End: 806
• Publication Date: 2021-10-03
• Subjects: Assistive technology -- visual impairment -- schools for the blind -- barriers -- Delhi; Rehabilitation technology -- Periodicals; Self-help devices for people with disabilities -- Periodicals; 617.03
• DOI: 10.1080/17483107.2020.1738566
• Languages: English
• ISSNs: 1748-3107

Abstract

Abstract: Background: Students with visual loss may benefit from assistive technology (AT) for their educational activities. Aim: To understand the barriers faced in using ATs by students who have heard of ATs and reported needing them, but were not using (acquainted students), at schools for the blind in Delhi. Methods: Two hundred and fifty students were selected randomly from ten schools for the blind in Delhi and screened for presenting and pinhole binocular distance vision using a modified 'E' chart and multiple pinhole occluder. Students were divided into two groups; 1/60 or better vision (likely to benefit from vision-based AT) and <1/60 vision, (likely to benefit from tactile/sound-based AT). Awareness of, and need for, ATs was investigated for each student with a questionnaire. Then information on barriers to using AT was obtained from students who knew about AT, felt they needed AT, but were not using them. This information was collected for a total of 42 ATs. Results: The three most requested tactile/sound-based ATs for the 250 students were talking watch, Braille typewriter and audio format. The three most requested vision-based ATs in 69 (27.6%) students who had presenting or pinhole visual acuity less than 6/18 to 1/60 were near optical magnifiers, electronic magnifiers and large keyboard for computer. Non-availability of ATs in schools was the most common perceived barrier (43% of overall responses), followed by economic constraints (20% of responses). Conclusion: Non-availability or limited possession of ATs and financial constraints were the major barriers to use of ATs among students. IMPLICATION FOR REHABILITATION: Students with visual disability face many challenges in accessing assistive technology for their education learning, especially in low middle-income countries. Non-availability and limited possession of assistive technology by schools for the blind are main barriers in the study. School authorities must recognize their responsibility to ensure assistive technology (academic and non-academic related, visual and non-visual based) are made accessible for their students with adequate quantity. Future studies should focus on all school age children in the community rather than focusing on school going children.