ERIC EJ1162947: Redefining Roles of Vision Professionals in Education and Rehabilitation

2017·0.05 MB·English

by  ERIC

RedefiningRolesofVision • the increased prevalence of multimedia
ProfessionalsinEducation in the classroom and community;
andRehabilitation • advancements in delivery options for
Yue-TingSiuandRobertWallEmerson accessible educational materials;
O • changes in the built environment (both
verthelastdecade,manyinnovationshave
significantly changed the classroom, the na- physical and digital); and
tureofinstructionalandentertainmentmedia, • theneedformoretransdisciplinarycol-
and virtual and physical built environments. laborations, including partnerships in
As a result, we believe the roles of vision the design, technology, engineering, and
professionals, primarily teachers of students architecture fields.
with visual impairments, orientation and mo-
bility (O&M) specialists, and braille tran- THETEACHEROFVISUALLYIMPAIRED
scribers, have likewise changed drastically in STUDENTSASACCESSIBILITYFACILITATOR
thattimeperiod.Althoughthecoremissionof Themissionofateacherofvisuallyimpaired
theseprofessionalsremainsadvancingtheinde- students continues to be meeting students’
pendence and capabilities of individuals who needs according to the expanded core curric-
are visually impaired (that is, those who are ulum (ECC) (Hatlen, 1996). This teacher re-
blindorhavelowvision),thescopeofpractice mains the education professional with exper-
inthefieldofvisualimpairmenthasundergone tise on how students with visual impairments
shifts that require the attention of fellow prac- access information and how to differentiate
titioners and professional training programs. information and instruction to meaningfully
This thought piece is a result of observa- represent concepts to these students, includ-
tions from the field and discussions with fel- ing overseeing the delivery of accessible ed-
low colleagues and stakeholders who are ucational materials (traditionally focused on
visuallyimpaired,includingafocuseddiscus- theprovisionoflargeprint,embossedbraille,
sion held with attendees of the Association and tactile graphics). Although the scope of
forEducationandRehabilitationoftheBlind these teachers’ responsibilities is unchanged,
and Visually Impaired (AER) conference in the manner in which the work is accom-
the summer of 2016. This paper is not in- plished has changed. More use of classroom
tended to reflect a stance but rather to open a technology and multimedia educational ma-
discussion on updating professionals’ roles terials has directly affected timely and equi-
within the field of educational and rehabilita- table access to information for students with
tive vision services. More specifically, it will visual impairments, how these materials are
address changes to the tools used to accom- delivered, and the availability of mainstream
plishthemissionofthefieldofvisualimpair- and specialized tools. Mainstream classroom
ment, the way its professionals instruct stu- technologies are increasingly prevalent and
dents and train future personnel, and the are not usually designed for low vision or
professional linkages that must be forged for nonvisual accessibility. More use of online
members of the field of visual impairment to and teacher-created materials requires teach-
besuccessfulintheirwork.Someoftheprin- ers of visually impaired students to be more
cipalchangesdiscussedinthispaperinclude: awareofdigitalaccessibilitybarriersandhow
toovercomethem,requiringabroaderknowl-
• the effect of ubiquitous computing on edge,vocabulary,andcollaborationwithpro-
daily living and learning experiences; fessionals who design mainstream educa-
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©2017AFB,AllRightsReserved JournalofVisualImpairment&Blindness,November-December2017
tionaltechnologyanddigitalmedia,andwho ware developers, book publishers, web de-
develop online learning platforms. signers, and accessibility professionals in
In addition to increasingly ubiquitous their own professional language while also
computing in daily living and the general teaching students how to access those envi-
classroom (Alexander, 2006; Billah, Ashok, ronments and materials. As the professional
Porter, & Ramakrishnan, 2017), accessible with deep pedagogical knowledge of the
educationalmaterialshaveexpandedfrompa- learningneedsofstudentswithvisualimpair-
per formats to include digital text, images, ments, this teacher needs to be a decision
and video. Similar to traditional print media, maker among discussions about universal de-
digital materials can be adapted for accessi- sign,learningsciences,andcomputer-mediated
bilitybythestudentoratrainedstaffmember
technologies.Aswillbediscussedinthesection
such as a teacher of visually impaired stu-
about the travel environment, teachers of visu-
dents, transcriber, or paraeducator. In addi-
allyimpairedstudentsneedtobeinvolvedwhen
tion, because peripheral tools and programs
learning environments are being designed and
can render digital media accessible in any
builtsothattheycanbeinapositiontoadvocate
format for low vision or nonvisual (braille or
foraccessibilityratherthanremaininaconstant
auditory)access,aresourcespecialistorgen-
state of reacting to poor designs and inaccessi-
eral education classroom aide or teacher can
ble materials. The nature of learning environ-
support delivery of digital media and allow
ments has changed, and preservice and in-
the teacher to focus on students’ braille and
service programs need to prepare teachers to
technology learning. This digital workflow
make fundamental changes to their language
refers to the design and delivery of digital-
and practices accordingly.
only materials which, when accessible, em-
powers a student to independently interact
THEBRAILLETRANSCRIBER
with information using any preferred sensory
ASANALTERNATIVEMEDIASPECIALIST
learning channel (visual, auditory, or tactile)
Inadigitalworkflow,instructioncreatedspe-
at any given time.
cifically for an individual student is still crit-
Although the effective provision of ac-
ical,butancillarytaskssuchasthedesignand
cessible educational materials still depends
delivery of accessible educational materials
on the collaboration of teachers of visually
mightbeoutsourcedtoprovidetheteacherof
impairedstudentswiththeIndividualizedEd-
visually impaired students with more collab-
ucation Program team, a digital workflow re-
oration time to facilitate duties among the
quires a wider network to support the neces-
school team. As indicated in the previous
sary infrastructure. Additional partnerships
section, these materials are no longer limited
might include district administrators, infor-
to enlarged and brailled materials; they also
mation technology and assistive technology
staff, and technology developers. In these encompassimplementationofadigitalwork-
partnerships,thestudentcanbeprovidedwith flow.Althougheducatorscontinuetosupport
appropriate computing devices, individual- translation of print materials for nonvisual
izedaccesstotheInternetandrelevantappli- or low vision access, other responsibilities
cations, and accessible software applications. must now include digital accessibility prac-
Asaresult,teachersofvisuallyimpairedstu- tices such as formatting digital text and
dentsmustbeabletoexpressstudents’needs inserting images or video descriptions into
in a way that will be understood by each multimedia materials. When digital media
partner. The teacher essentially becomes a are formatted for accessibility (WebAIM,
facilitator who must be able to talk to soft- n.d.), students can use their tool of choice
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JournalofVisualImpairment&Blindness,November-December2017 ©2017AFB,AllRightsReserved
and access materials independently and at THEORIENTATIONANDMOBILITYSPECIALIST
the same time as their peers. ASATRAVELLIAISON
Students will always need braille and tac- Similar to how teachers of visually impaired
tile graphics, but the expanding scope of ac- students must understand the intricacies of
cessibleeducationalmaterialsmeansenhanc- new digital learning environments to support
ing what and how materials can be provided successful learning experiences and how
to engage with information. This shift does brailletranscribersmustembracetheskillset
not necessarily replace traditional instruc- of an alternate media specialist to support
tional materials; rather, the inclusion of a successful delivery of accessible educational
broaderrangeofmediaempowersstudentsto materials, O&M specialists must understand
be in charge of their own accessibility. Con- modernphysicalenvironmentstoensuresuc-
sultation with teachers of visually impaired cessful travel experiences. The physical built
students is needed to dictate which materials environment has seen an increasing series of
are put into the digital workflow, which are changes that seem to have accelerated in the
inappropriate for digital adaptation, and what last 20 years. Larger intersections with large
formats these materials can be transformed turnradiiaccommodateincreasedtrafficflow,
wheelchairrampsanddetectablewarningsur-
into (such as accessible text, image descrip-
faces are prevalent, and accessible pedestrian
tions, 3D models, and enhanced data visual-
signalsaremorecommon.Intersectionsmore
izations) (Siu, 2016).
frequently have channelized turn lanes, and
Although the teacher facilitates the digital
new intersection geometries such as round-
workflow,otherprofessionalscansupportthe
abouts and double-diamond interchanges are
design and delivery of the content within the
more common. A prevalent change to the
workflow (the accessible educational materi-
moderntravelenvironmentisintersectionac-
als). In the primary and secondary school
tuation, where light phases change according
setting, transcribers who create braille mate-
to traffic flow. This phenomenon can cause
rials and tactile graphics are strategically po-
confusioninpedestrianswhoarevisuallyim-
sitioned to accomplish much of that work.
paired when parallel traffic surges do not oc-
Theyalreadyworkinthedigitalenvironment
cur in the same sequence of traffic phases or
in order to create braille and large print ma-
are masked by other traffic movements. All
terials.Nowtheymustalsoexcelinthedigital
thesechangescreatetravelenvironmentsthat
workflow to accept digital information, en-
can be much less predictable than they were
sure its accessibility, and provide it in varied
even 10 years ago.
formats to students.
Inordertoinstructpeoplewhoarevisually
Theneedforthesematerialshasnotchanged,
impaired to understand and travel well in the
but the role of transcribers has expanded
modern travel environment, O&M specialists
due to the advancement of learning media
mustbefamiliarwithdetailsofhowthebuilt
into the digital realm. Transcribers have environment works. For example, they need
become more than just braillists and must to understand that, generally, a push-button
now act as alternative media specialists. must be pressed in order for the visual WALK
This role requires transcribers to become sign to be lit or the audible message to be
more familiar with the accessibility and us- activated. Further, they need to understand
ability of various digital formats, and to thatpushingapush-buttongenerallywillonly
understand the range of end user technolo- activatethepedestrianfacilitiesduringthenext
gies and how these interact with different applicabletrafficphase,notimmediately.When
kinds of content. pedestrian facilities at an intersection are not
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©2017AFB,AllRightsReserved JournalofVisualImpairment&Blindness,November-December2017
optimally accessible, an O&M specialist traffic engineers that researches how the
needs to know who to go to in order to adapt built environment should be regulated and
the environment. Changes to the length of a develops policy documents and implemen-
pedestrianwalkphase,presenceofaccessible tationguidelines.Manychangesinthebuilt
pedestrian signals, and properly installed de- environment are developed at committee
tectable warnings are some common situa- meetings of the TRB. If O&M specialists
tionsinwhichanO&Mspecialistmightneed are present at those meetings, they can in-
tospeaktoalocaltrafficengineer.Inorderto fluence the environment instead of reacting
dosoefficiently,theO&Mspecialistmustbe toit.Atalocallevel,O&Mspecialistsneed
familiar with standards for installation of ac- to communicate with their local traffic en-
cessible pedestrian signals and detectable gineer to ensure that current policies and
warnings, how they might be adapted, and standards are implemented properly to op-
how to speak in the professional language of timize access to the built environment. In-
traffic engineers. Being able to cite relevant corporating these strategies and vocabulary
portions of the Manual on Uniform Traffic into O&M training programs is therefore
Control Devices for Streets and Highways, justascriticalaslearningskillsforinstruct-
the manual that regulates the built environ- ing clients in O&M skills.
ment,willaidinthisdialogue(FederalHigh-
way Administration, 2009). DISCUSSION
When teaching pedestrians who are visu- In general, it appears necessary to update
ally impaired to navigate the modern urban the conception of the roles of teachers of
environment, O&M specialists must describe visually impaired students, braille tran-
complex intersections, traffic situations, or scribers, and O&M specialists due to
signal timing to clients. They need to advo- changes in learning and travel environ-
cate for the rights of pedestrians who are ments. Although the scope of practice re-
visually impaired at traffic engineering meet- mains the same, the context in which ser-
ings before changes are made to the built vices are delivered has changed. Vision
environment.Assuch,O&Mspecialistsneed professionals need to be more proactive
toknowabouttheenvironment,howitworks, rather than reactive and to better prepare
and how it can be changed; about clients’ colleaguesandstudentsinthefieldofvisual
abilitiesandcapacityforrisk;andhowtobest impairment for the reality they will face in
matchclientabilitiestoenvironmentalfactors the school and work environment and the
so that travel is optimized. O&M specialists community at large. At first glance, these
must act as liaisons between the pedestrian changing roles and responsibilities may
and the travel environment by working both seem like teachers of visually impaired stu-
sidesoftheequation.Theyteachclientscon- dents, braille transcribers, and O&M spe-
cepts and skills, including how to assess and cialists have more on their plate than ever
understand the environment, and affect the before. However, increased collaborations
environment by being involved in planning might more effectively support large case-
meetings where changes to the built environ- loads by outsourcing certain tasks so pro-
ment are discussed. fessionals can focus more on direct instruc-
One of the principal ways O&M special- tion with students.
ists can be involved in designing the built The changing roles of vision professionals
environmentistobecomeinvolvedwiththe emphasize access to information in digital
TransportationResearchBoard(TRB).This learningandphysicalbuiltenvironments.Ad-
board is the professional organization of dressing these realities may clarify the duties
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JournalofVisualImpairment&Blindness,November-December2017 ©2017AFB,AllRightsReserved
of professionals and better disseminate the oration time will increase, but direct service
coremissionofthefieldofvisualimpairment time might decrease if the learning and built
to potential stakeholders outside of the field. environments are more readily accessible. In
Betterunderstandingofwhatitmeanstosup- the ideal world, vision professionals can focus
port students with visual impairments might ondevelopingstudents’skillstousetheappro-
mean better advocacy and inclusion of them priatetoolsforinformationaccessratherthanon
in the greater community. These conceptual remediating materials, concepts, and skills for
updates do not necessitate changes in how single-use cases.
education and rehabilitation vision profes-
sionals are certified. They do not change the
foundations of the practice of the field of REFERENCES
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Yue-TingSiu,Ph.D.,assistantprofessor,Depart-
forconnectingwithlargernetworksforinfor-
ment of Special Education, San Francisco State
mal professional development, focus on
University, 1600 Holloway Avenue, Burk Hall
building and engaging in communities of 156,SanFrancisco,CA94132;e-mail:ysiu@sfsu.
practicetocultivatetheirknowledge,anden- edu.RobertWallEmerson,Ph.D.,professor,De-
partment of Blindness and Low Vision Studies,
gage with stakeholders from the disability
Western Michigan University, 1903 West Michi-
community on best practices in accessibility.
ganAvenue,Kalamazoo,MI49008-5218;e-mail:
Insummary,thisapproachmeansthatcollab- [email protected].
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©2017AFB,AllRightsReserved JournalofVisualImpairment&Blindness,November-December2017