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.

本研究旨在评估德里盲人学校中用于视力障碍的辅助技术（Assistive Technology, AT）及培训师的配备情况。本研究采用横断面研究设计，纳入德里24所盲人学校中的22所。研究人员通过问卷向每所学校的校长询问了52种辅助技术的配备情况，这些技术分为书写、阅读、数学、科学、体育、移动出行及日常生活七大类，同时也收集了培训师的配备信息。在52种辅助技术中，配备率最高的为带触控笔的盲文板与算盘（超过90%的学校），其次为泰勒框架（Taylor frame）、长手杖与语音手表（80%~90%的学校）。仅11种辅助技术设备在60%及以上的学校中得以配备。基于触觉的辅助技术配备率高于基于视觉的辅助技术。在22所受访学校中，读写类培训师岗位共配备63人，岗位配备率达80%；科学类岗位配备18人，占比59%；数学类岗位配备25人，占比70%；移动出行类岗位配备11人，占比50%。除带触控笔的盲文板外，上述学校的辅助技术存在严重短缺。通过制定并应用诸如世界卫生组织优先辅助产品清单（WHO AP list）这类优先级辅助产品清单，可助力满足学生的教育需求并提升其学习表现。