UTTAR PRADESH

AMITY INSTITUTE OF REHABILITATION SCIENCES 

Sector- 125, Noida, UP- 201313 
 
(BATCH: 2018-22)

 
 

Assistive Devices for Visually
Impaired 
 
(SPED 320) 
 
 
 
 

 
 
Prepared By                                                        
Supervisor 
Name: Garima Bajaj                                  Mrs. Mumtaz Bono 
Enroll. No. A14065418010                                     Visiting Faculty, AIRS 
Program: Integrated B.Com. & B.Ed. Special Education 

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 UTTAR PRADESH

AMITY INSTITUTE OF REHABILITATION SCIENCES (AIRS)

SECTOR 125, NOIDA, UP-201313

Integrated B.A. B.Ed. Special Education

5TH SEMESTER, Batch:2018-22

CERTIFICATE

IT IS CERTIFIED THAT THIS IS THE ORIGINAL AND AUTHENTIC RECORD FILE

OF AMITY UNIVERSITY ENROLLMENT NUMBER A14065418010, STUDENT OF

INTEGRATED B.Com. B.ED. SPECIAL EDUCATION 5 TH SEMESTER, BATCH 2018-22,

RECOGNIZED BY REHABILITATION COUNCIL OF INDIA, NEW DELHI, TOWARDS

THE PARTIAL FULFILLMENT OF THE PRACTICAL FILE OF THE COURSE – SPED 312:

ORIENTATION & MOBILITY.

COURSE SUPERVISOR PROGRAMME

COORDINATOR

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INTERNAL EXAMINER DIRECTOR, AIRS EXTERNAL EXAMINER

S. NO.  TOPIC  PAGE

NO. 
1  INTRODUCTION TO ASSISTIVE 4 
TECHNOLOGY & ASSISTIVE DEVICES 
2  DEFINITION OF ASSISTIVE TECHNOLOGY  4 
3  TYPES OF ASSISTIVE DEVICES FOR 5 
VISUALLY IMPAIRED 
4  IMPORTANCE OF ASSISTIVE 11 
TECHNOLOGY FOR VISUALLY IMPAIRED 
5  LOW VISION DEVICES  11
6  NEED OF ASSISTIVE TECHNOLOGY  15 
7  TEACHER’S ROLE   15 
8  RULES AND TECHNIQUES TO BE 17 
FOLLOWED 
 

INDEX

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1. INTRODUCTION TO ASSISTIVE
TECHNOLOGY AND ASSISTIVE DEVICE
Any adaptive device or service that increases participation, achievement, or
independence for a student with a disability may be considered assistive
technology (AT). Adaptations may be as simple as a pencil grip or as
complex as an adapted computer system. For a school district, consideration
of AT is required during the development of every individualized education
program (IEP). This task is the responsibility of the IEP team that determines
the special education services necessary to ensure that each student with
disabilities receives a free and appropriate public education. If the team
4necessary devices and services. Given this requirement, it is imperative that
administrators, teachers, and related service personnel develop skills and
knowledge related to AT. The legal definition of assistive technology was
originally issued in the Technology Related Assistance Act of 1988 (Tech
Act), amended as the Assistive Technology Act of 1998. It continues to be
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the accepted definition, and as such is used in all related legislation,
including the Individuals with Disabilities Education Act (IDEA, 2004),
which mandates the special education and related services that school
districts must provide for students’ unique needs. Examples of assistive
devices and technologies include wheelchairs, prostheses, hearings aids,
visual aids, and specialized computer software and hardware that increase
mobility, hearing, vision, or communication capacities

2. DEFINITATION OF ASSISTIVE TECHNOLOGY

The United States Assistive Technology Act of 1998 defines assistive
technology -- also called adaptive technology 
as any "product, device, or equipment, whether acquired commercially,
modified or customized, that is used to maintain, increase, or improve the
functional capabilities of individuals with disabilities."

3. TYPES OF ASSISTIVE DEVICES FOR

VISUALLY IMPAIRED
Assistive Technology for Reading
Environmental Considerations
Consider lighting and positioning of materials for optimal visual function.
Enlarged Text For students with some existing visual function, providing text
information in enlarged format may be the simplest strategy. As a general
rule of thumb, 18 point or 24-point font size is good, but enlarging beyond
that may not be efficient.
Enlarged text
can be acquired through a variety of sources, including publishers and
vendors, or materials modified through the magnification feature of copy

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machines, while text size of most digital materials can be easily adjusted to a
user’s preference.
Handheld Magnifiers
These low-tech, portable tools allow students with some vision to access not
only text, but other objects in their environment as well. They are available
in a range of magnification power, are relatively inexpensive, and eliminate
some material modification. However, selection of magnification power
should be based on the recommendations of a low vision specialist.
Video Magnifier
A video magnifier can be used for other objects as well. It may be in the
form of handheld device, a stand-alone device, or work with a computer, TV
or projection system.
Braille
For students who do not have sufficient vision to rely on other supports,
Braille is an essential tool for teaching literacy skills and will serve as a
lifelong skill. Learning Braille allows students to experience aspects of
written language such as spelling, grammar and sentence structure, and will
provide a valuable foundation for written language. Braille products can be
obtained commercially or can be created using specialized software and a
braille embosser.
Braille Labeler
Labelling items throughout the student’s environment will not only reinforce
vocabulary, spelling and reading but will also promote independence and
assist with orientation.
Audio Books
Audio books are generally recorded using human voice, and can be accessed
through the use of specialized computer software, devices, or mainstream
tools like MP3 players. The various devices allow options in features such as
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searching and navigating an audio file. While many students will find the use
of audio books useful, educators warn not to rely solely on audio books for
access to text. Students who are still developing literacy skills need
continued access to print or braille, while preferences of older students vary.
Digital Text
The use of digital text provides one of the widest ranges of options to
students with varying needs. Visual aspects of documents and text can
be customized, a variety of supports can be easily integrated, and
digital text can be obtained through numerous resources. Digital text
materials can be obtained commercially, through providers of
accessible instructional materials, or created by instructors and students
themselves, and can be accessed through a variety of tools including
computers, mobile devices, or specialized devices such as braille
notetakers.
Digital text generally allows user to adjust the visual display including
font size, color, and contrast.
Digital text can be viewed on an enlarged monitor.
Computer magnification software can be used to view digital text, and
can be customized by magnification level, area of the display being
magnified, and visual qualities of display.
Text-to-speech software allows the computer to “read” digital text to
the student in a digitized voice. Some programs will highlight words as
they are read, allowing students to follow along
.  Refreshable braille displays can be connected to the digital text
source, providing students with the option to read the text tactually.
Scanners with optical character recognition (OCR) can be used to
create digital text that can then be used with any of the above tools.
OCR scanners can be handheld or freestanding.

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 Assistive Technology for Writing

Writing Tools
Using bold felt-tip markers or soft lead pencils can provide greater contrast
on paper, allowing students with low vision to read with greater ease.
Adaptive Paper
Specialized paper with darkened lines, raised lines, or using color can
significantly improve the writing of students with low vision.
Slate and Stylus
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A slate and stylus can be equated to paper and pencil for individuals who are
blind. This simple low-tech tool allows students to quickly and efficiently
complete simple tasks like creating labels or writing notes to themselves. The
slate and stylus are not practical for longer writing tasks.
Handheld Digital Recorder
A handheld digital recorder allows the student to record lectures, dictate
assignments, or make notes to self.
Video Magnification/CCTV
Writing with traditional paper and pencil under a video magnification camera
allows the student to view their work in real time through the use of a large
monitor.
Word Processor
Word processors are readily available and are highly adaptable. Text size and
font can be customized or built-in operating system accessibility features can
be used to enhance the visual display. The use of adaptive keyboards with
high contrast or enlarged keys can also be utilized

Word Processor with Specialized Software

Text-to-speech software can create a “talking word processor” which
provides feedback to the student about what they have typed, while speech
recognition software allows the student to dictate into a microphone, which
the computer translates into text. Screen magnification software can enlarge
the entire display or only selected portions and may or may not provide audio
feedback.
Word Processor with Refreshable Braille
Display For students with no vision, a refreshable braille display can be used
in conjunction with the word processor, which will display the text tactually
allowing the student to reread and edit their own work. This strategy can be
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used with or without audio feedback, which supports multisensory learners
and allows the student to choose the access method. The incorporation of
braille has the potential to significantly improve the editing process.
Manual & Electric Braillewriters
A manual braillewriter is similar to a typewriter and is a simple, yet rugged
device that is often introduced to students who are emergent readers and
writers. As students’ progress, they may transition to an electronic
braillewriter before beginning to use a braille notetaker.
Braille Notetaker
A braille notetaker is a portable word processing device that utilizes the
eight-key braille input system and has an integrated refreshable braille
display. This tool encompasses many functional areas in addition to writing.
Students can use a braille notetaker to complete assignments, read textbooks,
and navigate the Internet. Although products and their features vary, many
are available with speech output, Wi-Fi connectivity, access to e-mail,
calculators, calendars and other personal organizational tools, or GPS
navigation systems. The braille notetaker is a lifelong tool and should be
introduced as soon as the student demonstrates readiness.
Braille Embosser
A braille embosser allows the student to print out their completed work in
braille format

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4. IMPORTANCE OF ASSISTIVE
TECHNOLOGY FOR VISUAL
IMPAIRMENT
Assistive technology enables students with disabilities to compensate for
certain impairments. This specialized technology promotes independence and
decreases the need for other support.
Rehabilitative and assistive technology can enable individuals to:

Care for themselves and their families

Work
Learn in typical school environments and other educational institutions
Access information through computers and reading
Enjoy music, sports, travel, and the arts
Participate fully in community life\

5. LOW VISION DEVICES
Low vision devices can help you make the most of your vision so that you
can perform everyday tasks more easily and with less frustration. Some
devices, such as optical and non-optical aids, offer very simple and relatively
inexpensive solutions. Other devices, such as electronic and digital
magnifiers, may be slightly more complex and costly. However, both optical
devices and electronic or digital devices require training to use them
efficiently and effectively. Training is always one of the main keys to
success with the use of low vision devices. 
Categories of low vision device: -
Optical Low Vision device
Optical devices consist of one or more lens placed between the eye and the
object to be viewed, which increase the size of the image of the object on the
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retina. Low vision devices work on the principle of optical magnification and
provide an enlarged image of the object.
Magnifiers
Magnifiers can be prescribed as hand-held, hanging, stand, illuminated
hand-held, illuminated stand, spectacles or bar and dome magnifiers.
Spectacle magnifiers are the most commonly prescribed magnifiers.
They come as full aperture, half-eye, or bifocal with base in prisms for
binocular viewing.
Telescopes
For people with low vision, telescopes with magnification powers from
2x to 10x are prescribed. These are prescribed for distance,
intermediate and near tasks. Types of telescope include hand-held, clip-
on, spectacle mounted and biopic designs. Traditionally the power of
low vision devices is denoted as x, which means the relative increase in
the image size to the object size. For example, a 2x would mean an
increase in the image size by two times. As different manufacturers use
different methods to calculate this, there is a growing trend to move
away from this labelling and denote the powers of magnifiers in
dioptres or as equivalent viewing distances (EVD).
Glare Control Devices
As glare may be a significant disabling factor in many eye conditions,
tinted lenses are routinely prescribed along with ‘caps’, ‘hats’ and
visors. Absorptive filters are tinted lenses, which are used to counter
glare. They come in different tints at various levels of absorption and
different cut-off points for the visible spectrum of light.

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Non-Optical Low Vision Devices
Non-optical devices are items designed to promote independent living. They
alter environmental perception through enhancing illumination, contrast and
spatial relationships. A useful slogan to remember the key to non-optical
devices is ‘Bigger, Bolder, Brighter’. Devices may include illumination
devices such as lamps and reading stands, check registers, writing guides,
bold-lined paper, needle-threaders, magnifying mirrors, high contrast
watches, and large print items such as books.
Linear Magnification
Relative size or linear magnification is magnification brought about by
enlarging the object itself. This can be done with many kinds of
objects, perhaps the most familiar being large-print books, newspapers,
and magazines.
Lighting Control
Lighting necessity varies for every individual and depends on the
diagnosis and extent of pathology. Diseases such as aniridia,
achromatopsia, and albinism require low-level lighting; glaucoma,
retinitis pigmentosa, optic atrophy, and nuclear cataract require high
illumination.
Enhanced Contrast and Reduction of Glare
Lighting control is of great importance to enhance contrast and reduce
glare. The type, position, and intensity of the light source should be
monitored. Absorptive lenses in yellow for low-light environments and
amber for more intense lighting are good prescription options. It is also
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 important to support daily activities with aids such as black felt-tipped
pen, bold lines, and contrasting colours.

Electronic Devices
For people with severe visual loss, electronic devices are an option. There are
two types; optical devices which display the task in a magnified form from a
television monitor, and non-optical electronic devices which are conversion
systems that convert text into a speech system.

Closed Circuit Television

Electronic optical devices make use of a zoom television camera to
magnify materials onto a television screen. They are called closed circuit
televisions (CCTVs). The advantage of a CCTV is in its greater amplitude
of magnification of 3x to 100x, normal working distance and reversed
polarity (e.g. white on black). The disadvantages are the cost and the bulk
of the system that makes it quite immovable.
Conversion Systems
Non-optical electronic devices include talking watches, talking calculators
and speech and Braille conversion systems.

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6. NEED OF ASSISTIVE TECHNOLOGY
Assistive technology needs for each student will vary. The criteria will also
be unique to each student, depending on the desired goal. The goal for each
student should include:

Increased independence
Task mastery
Rate at which a task is accomplished
Stamina to accomplish tasks
Accuracy
Attentiveness
Increased interactions
Other child-specific criteria

7. Teacher’s role

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 Curriculum Design
Special education teachers help craft the lessons for inclusive classrooms to
ensure that the needs of students with disabilities are considered. Teachers
may work together to develop a curriculum that is accessible to all students,
or the special education teacher might make modifications to the general
education teacher’s lesson plans. A special education teacher will also create
supplemental learning materials for specific students, including visual,
manipulative, text, and technology resources, and determine when one-on-
one lessons might be needed. Teachers must examine students’ strengths,
weaknesses, interests, and communication methods when crafting lessons.
The students’ IEPs must be carefully followed to meet achievement goals. As
many general education teachers have limited training in inclusive learning,
it is important for the special education teacher to help the instructor
understand why certain accommodations are needed and how to incorporate
them.

 Classroom Instruction
Many inclusive classrooms are based on a co-teaching model, where both
teachers are present all day. Others use a push-in model, where special
education teachers provide lessons at certain times during the day. It takes
extensive cooperation between general and special education teachers to
implement a truly inclusive classroom. Special education teachers often sit
with or near students with IEPs to monitor their progress and provide any
special instructions or supplemental learning materials. Students require
varying levels of individual instruction and assistance, based on their unique
needs. Teachers might also pull students out of the classroom for one-on-one
lessons or sensory activities, or arrange for time with counsellors, speech
therapists, dyslexia coaches, and other specialized personnel. Special
education instructors may need to make sure that paraprofessionals or
therapists are present in the classroom at certain times to assist the students.
To help maintain a positive climate, they also might assist the general
education teacher in presenting lessons to the entire class, grading papers,
enforcing rules, and other classroom routines. General and special education
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teachers might break classes into smaller groups or stations to provide
greater engagement opportunities.

 Learning Assessments
Another role of special education teacher in inclusive classrooms is to
conduct regular assessments to determine whether students are achieving
academic goals. Lessons must be periodically evaluated to determine
whether they are sufficiently challenging without overwhelming the students.
Students should gain a feeling of self-confidence and independence in
general education settings but should also feel sufficiently supported. Special
education teachers also organize periodic IEP meetings with each student,
their family, and certain staff members to determine whether adjustments
need to be made to the student’s plan.

 Advocating for Students

Special education teachers serve as advocates for students with disabilities
and special needs. This includes ensuring that all school officials and
employees understand the importance of inclusion and how to best
implement inclusion in all campus activities. Advocacy might include
requesting inclusion-focused professional development activities—especially
programs that help general education teachers better understand inclusion
best practices—or providing information to community members about
success rates of inclusive teaching. Communication with parents is also
essential for inclusive classroom success. Families should receive regular
updates on a child’s academic, social, and emotional development through
phone calls, emails, and other communication means. Parents can help
students prepare for classroom routines. Expectations for homework and
classroom participation should be established early on.

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8. RULES AND TECHNIQUES TO BE
FOLLOWED 
Evaluation of the technology needs of the individual, including a
functional evaluation in the individual’s environment.
Purchasing, leasing or otherwise providing for the acquisition of
assistive technology for individuals with disabilities.
Selecting, designing, fitting, customizing, adapting, applying,
maintaining, repairing or replacing of assistive technology.
Coordinating and using other therapies, interventions or services with
assistive technologies or devices, such as those associated with existing
education and rehabilitation plans and programs (O.T., P.T., Speech).
Assistive technology training or technical assistance with assistive
technology for an individual with a disability, or where appropriate, the
family of an individual with disabilities.
Training or technical assistance for professionals, educators, employers
or other individuals who provide services for or otherwise are
substantially involved in the major life functions of individuals with
disabilities.

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