Exploring perspectives of teachers of students with visual impairments on teaching screen readers

This study explores the perspectives of teachers of students with visual impairments regarding screen reader instruction and summarizes their experiences in teaching screen readers. A total of 301 teachers of students with visual impairments were included in this analysis. A descriptive research design was employed, incorporating both qualitative and quantitative data. Open-ended responses were analyzed using summative content analysis, while descriptive statistics were used to summarize quantitative findings. The study reveals several barriers to the use and teaching of screen readers. The results support a greater need for further studies about the use of screen readers, such as financial support, pre- and in-service training, more interaction with screen readers at home and in the classroom, standardized instruments for teachers of students with visual impairments, screen reader training for preschoolers, and collaboration with parents and general education teachers.