Stacy M. Kelly

Assistive Technology for Students with Visual Impairments: A Research Agenda

Abstract This research synthesis examined the literature on assistive technology in education for individuals with visual impairments from September 2009 to May 2013 and is a replication of a previous study by Kelly and Smith (2011) . To identify changes in the types, methodology, and rigor of research since August 2009, we located and analyzed 141 articles in English peer-reviewed publications. Only 2 of the 141 articles met the standards for scientific research developed by the What Works Clearinghouse. While only two studies met criteria for group research, there was an increase in the quantity of published articles, including a number of qualitative and single-subject research studies, suggesting that more and higher quality research is being conducted. A succinct summary of notable studies is provided as well as possible strategies to advance research on assistive technology for students with visual impairments to promote more rigorous and robust standards/competencies.

Looking back at the service delivery models of sex education in the United States: Adults with visual impairments report on their experiences:

This study investigated the sex education experiences of adults with visual impairments who attended either an itinerant or residential service delivery model during their school age years in the United States. We sought to answer the research questions through an online survey instrument that included quantifiable survey items. Findings demonstrate particular sex education content presented to participants in the school curriculum was more frequent for participants who attended residential schools. However, there were little or no meaningful methods or materials (e.g., role plays, explicit talk, tactile graphics, electronic materials, anatomically correct models) used by the participants in their sex education experiences regardless of their educational school setting. The information reported by participants in this study underscores the claim that more thorough and in-depth sex education is needed in all types of service delivery models that takes into account the needs of students with visual impairments.