An Assessment for Learning Systems in Mathematics for Individuals with Visual Impairments

I chose this article because I am unfamiliar with the various kinds of assessments used for individuals with visual impairments. This study examined the ACED ( Adaptive Content with Evidenced-based Diagnosis) system that provides auto-tactile graphics for algebra content for individuals with are blind or have low vision. ACED provides an innovative combination of elaborative feedback for incorrect answers (such as providing an explanation of how to solve the task correctly and sometimes an explanation of why the student’s answer was incorrect) and the adaptive sequencing of task  (Wainer et al., 2000). The study evaluated 268 students and successfully indicated that the combination for elaborate feedback and adaptivity was effective for learning.

The ACED system's main features of functionality include the following: regular mode, low vision mode, and blind mode. The regular mode uses regular sized fonts and provides no speech output. It operates on a computer monitor with a keyboard and optional mouse. The low vision mode is similar except that the text and pictures can be magnified and provides pre-recorded speech to voice the navigational instructions and all math content. The blind mode uses the combined tools of low vision mode and the Talking Tactile Tablet (TTT) manufactured by touch graphics. The TTT allows a student to touch a tactile or graphic and immediately hear about the graphic or feature. Other capabilities of ACED include tutorials on how to navigate, read, and interpret audio-tactile and other components of the system.

I believe that this type of program would be extremely beneficial to not only the visually impaired but also in General Education classrooms. The pairing of computer-based instruction, corrective feedback, and audio prompts seems like a recipe for success. I struggled in mathematics as a child and I believe that if this sort of technology was available, I would have been more encouraged to learn and the repetitive feedback would have improved my overall confidence. According to Chapter 8 of McLeskey, students with visual difficulties who do nt meet the requirements of legal blindness may still be served under IDEA because the IDEA is concerned more with the educational impact of the vision loss rather than a clinical measure of loss. I believe that the IDEA would fully support the ACED program because it provides different modes for different visual impairments.

Hansen, E., Shute, V., (2000) An Assessment for Learning Systems in Mathematics for Individuals with Visual Impairments. Journal of Viusal Impairment & Blindness.