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Introduction: This study utilizes interpretive phenomenology to understand the experiences of people with visual impairments in the virtual workplace. As virtual work is becoming increasingly common, this investigation is timely for employment research that is especially relevant to people who are visually impaired. Methods: Using an interpretive phenomenological approach, individuals who have experienced working in the virtual workplace filled out an in-depth online questionnaire. The resulting qualitative data were analyzed and interpreted via Applied Thematic Data Analysis (ATDA). ATDA was used to transform the raw qualitative data into themes regarding the essence of the experience of being a visually impaired employee in the virtual workplace. Results: Based on the phenomenological data, three primary themes emerged: defined by blindness, technology as the catalyst of inequality, and ingenuity as efficacy. Discussion: Using co-cultural theory, in-depth interpretations of the data were conducted. Key to these interpretations were the technological and communicative structures that mute the voice of the virtual worker with visual impairment and the experiential factors, with special attention to inaccessible technology, that shape the unique standpoint of the virtual worker who has visual impairment. Implications for practitioners: Both theoretical and applied implications are presented. This study takes note of the social factors that surround the navigation of the workplace with a focus on how communicating about access, advocating for accessibility, and requesting assistive technology are embedded in a larger conversation of culture and societal norms of employment. Accessibility is discussed as both a technical and social challenge. This consideration of accessibility is crucial in current and future workplaces where even the simplest task is to be completed via a technological tool. [ABSTRACT FROM AUTHOR]

Introduction: This study was intended to explore and identify the experiences and perceptions of teachers of students with visual impairments who are blind concerning their accommodation needs and to establish their opinions on what improvements can be made. Method: A qualitative case study design was used and was collected through interviews, observations, and documents. Participants were four teachers who are blind who taught students with visual impairments in mainstream public and specialized residential schools in the United States. Within-case and cross-case levels of data analysis were used to generate and compare the themes that emerged. Results: The results illuminated accommodation issues for the teachers in the areas of family support, strategies the teachers use, challenges in their workplaces, and suggestions regarding possible improvements. Discussion: This study generated answers to the pertinent research questions. The study has revealed that the participants use different types and forms of accommodations to accomplish tasks. Some accommodations used include computer technology, assistive devices, and sighted assistants. However, the participants expressed that access to these accommodations are not consistent for all individuals who are blind. The participants also identified the accommodation challenges that are related to their blindness and provided suggestions for possible improvements. Implications for practitioners: Teachers of students with visual impairments who are blind need to be self-advocates in their personnel preparation programs and in their workplaces concerning the accommodations they need to accomplish job tasks. [ABSTRACT FROM AUTHOR]

The article discusses the results of qualitative data from studies on assistive technology utilization and competency, one on only teachers from Texas, and the other sampled teachers from 50 U.S. states and contiguous territories. Findings discussed include need for innovative models for service delivery and actual format for assistive technology instruction to be developed, factors affecting learners to be considered by model of service, and recommendations for effective assistive technology.