Screen Readers in the School Setting: Perspectives of Teachers of Students With Visual Impairments on Teaching and Utilizing Screen Readers

Abstract

This study explores the perspectives of teachers of students with visual impairments (TVIs) regarding screen reader instruction and summarizes their experiences teaching screen readers. Survey data were collected online for one month through professional listservs and social networks, and recipients were asked to forward the invitation to others who might fit the study criteria. A total of 301 responses of TVIs was included in this analysis. Descriptive statistics and qualitative data analysis were used. The data analysis shows the frequencies, means, percentages, and standard deviations for six subscales about current activities used in teaching screen reader use. For qualitative data, thematic coding was used to capture essential themes that emerged from five open-ended questions. The TVIs' responses were color-coded to group under specific themes. Then a codebook was used to categorize similar statements into themes. Results indicated that a majority of TVIs usually used the current practices determined in this study. Generally, TVIs feel confident teaching screen reader skills but feel difficulties giving instructions requiring advanced skills for using screen readers. The present study revealed several barriers to teaching and using screen readers. These barriers include lack of time, lack of training for both parents and TVIs, lack of equipment, lack of standardized curriculum, lack of parental support, the cost of equipment, and limited access to use screen readers. The results support a greater need for further studies about the use of screen readers such as pre-and in-service training, more interaction with screen readers at home and in the classroom, financial supports, screen reader training for preschoolers, standardized instruments for TVIs, and collaboration with general education teachers and parents.