Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Anne Toth
Committee Member
Jared Bucker
Committee Member
Ronald P. Kern
Keywords
accessibility, academic accommodations, assistive technology, blindness, certificate programs, college administration, disability support services, disabilities, educational accessibility, educational institutions, faculty training, higher education, Ohio, postsecondary education, postsecondary students, staff training, student accessibility, student success, survey research, technology access, technology training, visually impaired mobility, visually impaired students, workplace accessibility, assistive devices, barrier reduction, campus accessibility, disability services, educational technology, employer perspectives, inclusive education, mobility support, program accessibility, student support services, technology barriers, technology evaluation, accessibility recommendations, academic program completion, college support services, disability accommodations, equal access, faculty awareness, learning technologies, organizational accessibility, postsecondary institutions, student degree attainment, support service professionals, training programs, visual impairment, workforce preparation
Abstract
The purpose of this applied dissertation was to research the current state of and to make recommendations for accessibility to technology for visually impaired postsecondary students in Ohio. Although the literature cites numerous advances in technology that have positively influenced the access and success of visually impaired students, gaining access to this technology has been uneven.
The problem that visually impaired students are not getting sufficient access to assistive technology to complete an academic program were addressed by surveying the disability support-services staff members about technology available to visually impaired students. Additionally, training was provided for both staff and faculty on assistive technology and problems incurred by students. Students in this study are those who are visually impaired and attempting to pursue a degree or certificate from a postsecondary institution. Assistive technology was evaluated for ease of access to the visually impaired student. Surveys were distributed to college administrative staff responsible for providing assistive technology to visually impaired students who have been identified as facing barriers to accessibility. The results have implications for students, educational institutions, and employers in the State of Ohio.