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dc.contributor.authorRao, Kavita
dc.date.accessioned2016-04-05T16:16:14Z
dc.date.available2016-04-05T16:16:14Z
dc.date.issued2006
dc.identifier.isbn9780542776229
dc.identifier.other304940775
dc.identifier.urihttp://hdl.handle.net/10477/49198
dc.description.abstractThis study explored the usability of two assistive technology output modes, Braille and audio, for school-aged children with blindness. Telephone interviews were conducted with 14 students, their parents, and their teachers of the visually impaired (TVIs). Data collection featured usability questionnaires designed specifically for this study. All students also completed the Quebec User Evaluation of Satisfaction with Assistive Technology (QUEST) for each output mode. The data indicate that the students were experienced and satisfied users of both output technologies. Generally, they preferred Braille for school activities and audio for leisure reading. Parents perceived their children to prefer audio over Braille, while TVIs perceived that students used Braille and audio equally. No correlation was found between students' preference ratings for Braille and audio and their respective satisfaction ratings. The QUEST demonstrated fair test-retest reliability. Overall, students used both audio and Braille modes in order to complete their school work.
dc.languageEnglish
dc.sourceDissertations & Theses @ SUNY Buffalo,ProQuest Dissertations & Theses Global
dc.subjectHealth and environmental sciences
dc.titleUsability and impact of Braille and audio output technologies for students with visual impairments or blindness
dc.typeDissertation/Thesis


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