Assistive technology for visual impairment and trainers at schools for the blind in Delhi

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.

本研究旨在评估印度德里盲校中针对视障人士的辅助技术（Assistive Technology, AT）配置情况，以及该校的师资配备现状。本研究采用横断面研究设计，调研了德里24所盲校中的22所。研究通过问卷调查向每所受访盲校的校长询问了52类辅助技术的配置情况，这些技术涵盖书写、阅读、数学、理科、体育、出行辅助与日常生活共七大类；同时收集了相关教学与辅助师资的配备信息。在52类辅助技术中，配置覆盖率最高的为盲文写字板与触控笔、盲用算盘（覆盖率超90%的受访学校），其次是泰勒框架（Taylor frame）、长柄盲杖与语音手表（覆盖率达80%~90%的受访学校）。仅有11类辅助技术设备在60%及以上的受访盲校中完成配置。触觉型辅助技术的配置覆盖率高于视觉型辅助技术。在22所受访盲校中，负责读写教学的师资共有63名（达到岗位编制的80%），负责理科教学的师资18名（占比59%），负责数学教学的师资25名（占比70%），负责出行辅助教学的师资11名（占岗位编制的50%）。除盲文写字板与书写笔外，受访盲校的辅助技术配置存在严重短缺问题。可通过制定并推行优先级辅助产品清单（例如世界卫生组织（World Health Organization, WHO）辅助产品清单），以改善学生的教育需求满足情况与学业表现。