Improving Observation and Practicum Experiences for a Preservice Teacher with Visual Impairment through the Use of Assistive Technology

This article describes and evaluates a technological approach to support a preservice teacher of visually impaired students with extremely low vision to conduct essential assessments for a learner with multiple disabilities and visual impairment with limited distraction to the child and classroom. The selected technology discussed here was purchased with funds provided by a departmental grant, but it would be relatively affordable to an individual living on the average salary of a teacher working in the United States. In addition, as the demand for streaming sports cameras and tablets rises, basic economics indicate that the cost of such items should continue to reduce. Experimental research is needed to address whether the technology described in this paper can be used to decrease distractions and increase the quality of assessments completed by teachers of students with visual impairments who are visually impaired themselves. Concurrently, other uses of live-streaming video and bug-in-ear communication could prove beneficial for other pre-service or professional teachers with visual impairments who may need assistance in working with learners with or without visual impairments and with or without additional disabilities for assessment, classroom management, or academic instruction.