Running Head: Annotated Bibliography

I pads for Visually Impaired Students: An Annotated Bibliography

Tracy Kienel Castleberry
Educational Research- ITEC 7470
Kennesaw State University
Spring 2015

Annotated Bibliography

Campaa, L. V., & Ouimet, D. A. (2015). iStimulation: Apple iPad Use with Children Who Are
Visually Impaired, Including Those with Multiple Disabilities. Journal of Visual
Impairment & Blindness, 109(1), 67-72.

The authors conducted a study of Light Box, a tool used to work on visual tasks with
visually impaired children developed by the American Printing House of the Blind (APH)
and the Apple iPad. The research study compared the performance of the children using
the Light Box to the performance of the children using the iPad. The scope of the article
was performance on tasks such as: engagement, communication, visual attentiveness,
reaching and activation and how the two tools compared to each other in meeting these
goals. The article was limited to only these two tools, because no other tools were
discussed. The research method used in this study consisted of two groups. The control
group, or group one used the Light Box first, for three sessions to create a baseline for
data and then the iPad for nine sessions. The experimental group, or group two, used the
Light Box for twelve sessions and then the iPad for twelve sessions. Data was collected
and compared. The authors concluded that the iPad was far superior to the Light Box
when it comes to visual tasks set to the two groups of students based on the data
collected. Compared to other articles, this article was very specific with the comparison
of the tools and collected data quantitatively that adhered to specific goals. Other articles
that compare specific tools are hard to find, and that is important because the use of the

Annotated Bibliography

iPad should be able to be shown to be more beneficial for the visually impaired student
quantitatively.
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Fishbein, B. (2013). Solve Low Vision Challenges in Nontraditional Ways. Optometry Times,
5(1), 11.
The author of this article that was found in Optometry Times, Dr. B. Fishbein, is an
optometrist that, along with her husband owns the Low Vision Center of Central New
Jersey. The central theme of the article is the discussion of ways to support low-vision
patients with technology, including e-readers, computers and tablets, such as the Apple
iPad. Specifically, the articles scope is narrowed down to how these technologies can
help improve the quality of life of the visually impaired. Not only can computers and
tablets such as the iPad magnify for those with low vision, but touch screens allow the
visually impaired patient to have these features at their fingertips. This article is limited
to a discussion of the possible benefits of using technology to support the visually
impaired and does not state a specific research method or data, but it does give a
foundation to how these technologies can be useful from a practical point of view. The
author does conclude as low vision providers, it is our obligation to educated patients
about the best solutions to their visual needs (Fishbein, 2013, p.1). Unlike other articles
this one does not analyze data, but could be used as a starting point for how technology
can be used to support the visually impaired, even if the methods are breaking away from
the use of traditional tools for the visually impaired.

Annotated Bibliography

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Flewitt, R., Kucirkova, N., & Messer, D. (2014). Touching the virtual, touching the real: iPads
and enabling literacy for students experiencing disability. Australian Journal Of
Language & Literacy, 37(2), 107-116.
The authors Flewitt, Kucirkova and Messer conducted this study to discuss the potential
of iPads for supporting literacy learning in special education (2014, p. 107). The
specific scope of this article has to do with how the gestural and sensory experience of
touch can enable young learners with moderate to complex physical and/or cognitive
disability to engage in fun, independent and inclusive classroom-based literacy activities
(Flewitt, Kucirkova & Messer, 2014, p. 107). The research method is qualitative, with no
specific data reported or analyzed. The data, collected when iPads were introduced into
the classroom of a special school, stems mainly from comments and interviews with the
teachers of these students, who reported their findings of the students completing literacy
activities with the iPads. The authors concluded that through our observations and
interviews, we found that iPads afforded to students of diverse ages new opportunities for
communicating their ideas through the overlapping yet distinct roles of touch and
gesture (Flewitt, Kucirkova & Messer, 2014, p. 113). The limitations of this study
include a small sample size and a short duration, and the authors indicated that a longer
study would have been more encompassing. Compared to other articles, this one is very
different because it talks more about touch than vision. This article is an important
addition to the research because often visually impaired students do rely on touch to
participate in activities and to help observe the world around them.

Annotated Bibliography

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Henderson, K., Gibson, C., & Gibb, F. (2013). The impact of tablet computers on students with
disabilities in a Higher Education setting. Technology & Disability, 25(2), 61-76.
doi:10.3233/TAD-130365
The authors of this article, Henderson, Gibson and Gibb, conducted a study to explore the
impact of tablet computers on students with disabilities. The primary aim of this
research study was to explore the impact of tablet computers on the educational
experiences of students with disabilities in a HE setting (Henderson, Gibson & Gibb,
2013, p. 61). The scope of the article dealt specifically with students with various
disabilities in a higher education setting. The authors described the study as An
interpretivist research approach was adopted in which students at the university voiced
their opinions and experiences of using tablet computers in their academic studies and
how they affected inclusion (Henderson, Gibson & Gibb, 2013, p. 63). Students were
asked their opinions via a survey about how tablet computers supported their education
and helped them to adapt despite their disabilities. The sample size was small, and the
data was analyzed mathematically, but because of the small sample size, the study does
have limitations. Besides the small sample size, another limitation is that the participants
did not have significant time with the devices. It would have been more telling for the
participants to use the device for a longer period of time, to see if there was a marked
difference in their inclusion to a regular classroom setting. The authors concluded that
the data discussed above shows that students used the iPads for prolonged periods on a
daily basis, suggesting first and foremost that they found the iPads engaging and useful

Annotated Bibliography

(Henderson, Gibson & Gibb, 2013, p. 73). Compared to other articles, this one focused
on more disabilities than visual impairments, and it clearly listed pros and cons of the
tablet computers. Pros such as portability of the iPad were pitted against cons such as
screen glare. Also, this article did a better job than most with the discussion of specific
comments made by the participants in the study. This research study does show that
tablet computers are useful to students with disabilities.
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Kamei-Hannan, C., Howe, J., Herrera, R. R., & Erin, J. N. (2012). Perceptions of teachers of
students with visual impairments regarding assistive technology: a follow-up study to a
university course. Journal Of Visual Impairment & Blindness, (10), 666.

The authors, C. Kamei-Hannan, Howe, Herrera and Erin conducted a study of graduate
students in a program for the visually impaired and how their skills increased in the use
of various assistive technologies over the course of the study. The purpose was to assess
the knowledge these students had prior to taking a course in assistive technology,
immediately after they took the course, and several years after they completed the course
and were teachers of students with visual impairments (Kemei-Hannan et al., 2012, p.
668). The study focused on different types of assistive technology and how the skills of
the participants progressed with training over time. The articles limitations include the
fact that the study focused on graduate students and not younger students, which would
have been more useful for me to see if there was a learning curve for school age students
using this technology, but is still useful because it analyzes the perception of which of

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these technologies were deemed the most useful and important by these graduate
students, especially when it comes to visual impairments. The research study itself is
quantitative, the data is thoroughly analyzed mathematically and it is clearly stated which
data points showed no significance. The authors concluded that these findings were
consistent with the expectation that those who entered the technology course would have
a higher level of skill and more confidence in using technologies that were in general use
and less skill and confidence in technologies that are typically and more exclusively used
by and for individuals with visual impairments (Kemei-Hannan et al., 2012, p. 671).
Compared to other articles, this one does not specifically list the iPad or e-books
specifically, but it does conclude that people have more skill with technologies when
trained to use them. When presenting assistive technology to students, it is important to
make sure that they receive the training to use them properly, so that these technologies
will be put to the most effective use in the classroom.
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Larson, L. C. (2012). It's Time to Turn the Digital Page: Pre-service Teachers Explore E-Book
Reading. Journal of Adolescent & Adult Literacy, 56(4), 280-290.
doi:10.1002/JAAL.00141
The author of this article did a comprehensive study of e-book reading from the point of
view of both teachers and students. The articles theme centers on how e-books are
becoming more and more prevalent, students tend to want to use e-books and teachers are
beginning to learn how to integrate this technology in their classrooms. Because
children express such interest in e-book reading, it is important that educators and

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researchers understand how to effectively integrate this technology into educational

settings (Larson, 2012, p. 281). The article then goes on to specifically discuss the
different functions of e-readers and how they might affect reading comprehension. Some
of the tools discussed are: bookmarks, highlights and the search and find feature.
Regarding the research design discussed in the article, teachers filled out a questionnaire
before reading the book listed and then they share their reflections after reading. The
data was presented in a percentage format, analyzing the percentage of readers that felt a
certain way about the e-book reading experience and was very useful to read. For
example, 53 % of the pre-service teachers felt that reading an e-book actively supported
their reading comprehension (Larson, 2012, p. 287). Compared to other articles, this
article did not mention students or people with disabilities at all, including visual
impairments. I chose this article because it specifically discusses how e-books support
reading comprehension, which is an important skill, especially in beginning readers. The
use of e-books for the visually impaired would not be helpful if there wasnt research
showing that e-books do help to support comprehension and that the tools that the e-book
readers provide can help support people while reading. This article, even if it doesnt
support the visually impaired, was very useful for analyzing the effectiveness of e-books
in a classroom setting.

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Annotated Bibliography

Moyer, J. E. (2012). Audiobooks and E-books. Reference & User Services Quarterly, 51(4), 340354.

This article is a literature review that discusses audio and e-books and data that applies to
the use of these references. The articles scope is a review of different research studies
regarding audio and e-book usage in students and in the classroom in general. The
limitation of the article is that it doesnt have anything to do specifically with the use of
audio and e-books as assistive technology for the visually impaired, but it does review
literature and research and discusses data about the use of the above mentioned
technology, which can be used as assistive technology. Both audio and e-books can be
used to support the visually impaired with an alternative method to read. This article
helps to sort through some of the research about audio and e-books and analyzes data so
that the effectiveness of these technologies can be evaluated. Some of the data
highlighted had to do with the use of digital vs. print dictionaries and reading accuracy in
print vs. e-books. While this article isnt a specific research design, which is a limitation
of this article, the data is very useful, even in the general population because it shows
throughout the article that the ease of access with audio and e-books make these
technologies effective ones. Compared to other articles, this one is a general discussion
of data collected regarding the use of audio and e-book use in the classroom and is a good
starting point when looking at research data that includes the technologies listed.

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Woods, R. L., & Satgunam, P. (2011). Television, computer and portable display device use by
people with central vision impairment. Ophthalmic & Physiological Optics, 31(3), 258274. doi:10.1111/j.1475-1313.2011.00833.x
The purpose, or central theme of this research study is to To survey the viewing
experience (e.g. hours watched, difficulty) and viewing metrics (e.g. distance viewed,
display size) for television (TV), computers and portable visual display devices for
normally-sighted (NS) and visually impaired participants (Woods & Satgunam, 2011, p.
258). The articles scope focuses on the viewing experiences of visually impaired vs.
normally sighted participants of television, movies, computers and other screens such as
mobile devices. The research methods covered all forms of screen viewing and the
survey included both LV (low vision) and NS (normally sighted) participants. The data
was collected in tables and analyzed in graphs and was fully mathematically analyzed as
well. The authors concluded that there was a significant difference in the viewing habits
of LV participants vs. NS participants. The LV participants engaged in slightly more
screen time, had larger screen televisions and used mobile devices such as iPads to access
videos more often than NS participants. The limitations of this study include the fact that
The questionnaire was not developed in a systematic manner, such as that used for
quality of life instruments (Woods & Satgunam, 2011, p. 269) and that some of the
survey questions were technical and somewhat difficult to understand. Compared to
other articles, this one was not as useful in determining the benefits of iPads for the
visually impaired, but it does show that visually impaired participants do have a level of
comfort with screen time and mobile technology that is equal to that of the normally

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sighted. This shows that the visually impaired can use these assistive technologies to
help make their lives easier and to participate in the same types of activities as the
normally sighted.
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Zambarbieri, D., & Carniglia, E. (2012). Eye movement analysis of reading from computer
displays, eReaders and printed books. Ophthalmic & Physiological Optics, 32(5), 390396. doi:10.1111/j.1475-1313.2012.00930.x
The authors Zambarbieri and Carniglia conducted a research study that measures the eye
movements of people reading on various e-book devices and compared them with the eye
movements while reading a typical book. The use of e-books vs. a printed book begs the
question of whether or not reading an e-book is comparable to reading a typical book
when it comes to eye movements and behavior. The research study focuses on readers of
a specific book on various e-book devices and a print copy of the book. Eye movements
were recorded by using the video-oculo- graphic technique (VOG). VOG makes use of
the image of the eye taken by a digital video camera and identifies the pupil and compute
gaze direction (Zambarbieri and Carniglia, 2012, p. 391). The research method was
carefully planned and controlled and the data was collected and analyzed mathematically.
The main limitation of the study is that there were no participants that have nystagmus; a
pendulum-like involuntary movement of the eyes that are often seen in visually impaired
people. It would have been interesting to see if there was a difference in the eye
movements of the people that are affected by this. The authors concluded that there was

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not much of a significant difference in the eye movements between e-books and the print
variety. eBooks and eReaders represent a technological revolution which, while not
claiming to replace the more traditional printing on paper, can bring great benefits to
many aspects of reading, particularly for textbooks and in learning environments where
the addition of multimedia can be a major advantage (Zambarbieri and Carniglia, 2012,
p. 395). Compared to other articles, this one analyzed measurable, quantitative data to
show that reading an e-book is very similar to reading a print book in regards to eye
movements.
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Zhou, L., Smith, D. W., Parker, A. T., & Griffin-Shirley, N. (2013). The relationship between
perceived computer competence and the employment outcomes of transition-aged youths
with visual impairments. Journal Of Visual Impairment & Blindness, (1), 43.

The authors Zhou, Smith, Parker and Griffin-Shirley conducted a research study that
analyzed the affect of computer literacy on job readiness and employment skills on
visually impaired students. The study reported here explored the relationship between
the self-perceived computer competence and employment outcomes of transition-aged
youths with visual impairments (Zhou et al., 2013, p.43). The specific scope of this
article compares unemployment of the visually impaired to that of the non-visually
disabled, and reports a much higher rate of unemployment in the visually impaired.
Computer literacy can help to level the playing field in the workplace for people with

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visually impairments, especially in jobs that have a significant visual component to them.
The research methods include groups of youths that received special education services
for visual impairment, whether or not they held a paying job in the time period listed and
their self-perceived computer competence. The limitations of the study are that since the
study was conducted in 2004, the present situation might be different and he youths
self-perceived computer competence may not accurately reflect the youths real computer
capability (Zhou et al., 2013, p. 51). The authors concluded in a highly computerized
society, the lack of computer competence can result in barriers in many aspects of
peoples lives, including employment (Zhou et al., 2013, p. 51). Compared to other
works, this article gives data that supports that computer skills are needed by the visually
impaired to succeed in a world that is centered around people with typical vision and
supports that the use of iPads in the classroom by visually impaired students would be of
benefit to them in the real world as well.
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