assistive technologyfor（辅助技术）.docVIP

Chapter 12 - Assistive Technology for Students who are Blind or Have Low Vision Introduction 1 Using the SETT Process and the Decision Making Guide 2 Decision Making Guide 3 Decision Making Guide Expanded 4 Assistive Technology Continuum 9 Assistive Technology Supports organized by visual impairments 10 Tools for Transition 17 Tools for Teachers 17 Accommodations 18 Assessments 19 Vision Profiles 19 Built-in Vision Accessibilities—Windows, Mac, Linux 21 Free Resources 22 Products for Low Vision 24 Products for Blindness and CVI 25 Solution Selection Tools and Strategies 28 Testimonials 29 Useful Resources 29 Text Formats 29 Assistive Technology for Students who are Blind or have Low Vision Jaroslaw Wiazowski, Ph.D. This chapter intends to provide information regarding a process for evaluating the assistive technology of students who are blind or have low vision. Assistive technology advances at a quick pace, requiring ongoing research and awareness on the part of the practitioner. The reader will find a list of low- and high-technology devices that offer students access to the academic curriculum as well as extra-curricular activities. Although the focus of this information is on assisting students who are blind or have low vision, these tools may also be helpful for many students with other disabilities. Included are specifically designed tools to assist students both in accessing and processing curriculum. It is important to understand the necessity of teaching the underlying skills needed to be independent in the use of assistive technology, which can be equally valuable in classrooms and community. For example, Braille notetakers are useful not only for note taking in class, but also for composing and printing essays, writing notes, send e-mails, or browsing the Internet. Assistive technology can give students who are blind or have low vision support in all academic areas as well as in expanded core curriculum. Th