ABSTRACT

The aim of the study was to assess the availability of assistive technology (AT) for visual impairment and trainers in schools for the blind in Delhi. A cross-sectional study was conducted in 22 of the 24 schools in Delhi. The headteacher of each school was asked about availability of 52 ATs divided into writing, reading, math, sciences, sports, mobility, and daily living, using a questionnaire. Information on availability of trainers was also collected. Of the 52 ATs, the most frequently available were Braille slate with stylus and abacus (>90% of schools), followed by Taylor frame, long cane and talking watch (80% to 90% of schools). Only 11 of 52 AT devices were available in 60% or more of the schools. Tactile-based ATs were more available than vision-based ATs. In the 22 schools, 63 trainers for reading & writing were available (80% of posts), 18 for sciences (59%), 25 for math (70%), and 11 for mobility (50% of posts). Except Braille slate and stylus, there is a huge shortage of AT in these schools. The educational needs and performance of students could be helped by developing and using a list of priority Assistive Products for example, the WHO AP list.

摘要

该研究的目的是评估德里盲人学校的视力障碍辅助技术 (AT) 和培训师的可用性。在德里的 24 所学校中的 22 所进行了横断面研究。使用问卷向每所学校的校长询问了 52 个 AT 的可用性，这些 AT 分为写作、阅读、数学、科学、体育、流动性和日常生活。还收集了有关培训师可用性的信息。在 52 个 AT 中，最常用的是带有手写笔和算盘的盲文石板（>90% 的学校），其次是 Taylor 框架、长手杖和会说话的手表（80% 到 90% 的学校）。60% 或更多的学校提供​​ 52 台 AT 设备中的 11 台。基于触觉的 AT 比基于视觉的 AT 更容易获得。在 22 所学校，63 名阅读培训师 写作可用（80% 的职位），科学 18 个（59%），数学 25 个（70%），流动性 11 个（50% 的职位）。除了盲文石板和手写笔，这些学校的 AT 严重短缺。制定和使用优先辅助产品清单，例如 WHO AP 清单，可以帮助学生的教育需求和表现。