Assistive technologies for visual impairments: Development and validation of self‐efficacy scale for preservice teachers

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-05-07 DOI:10.1002/pits.23225

Derya Baser, Tugba Kamali‐Arslantas

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Abstract

This article describes the development and validation process of a scale designed to assess the assistive technology (AT) knowledge of preservice special education teachers related to visual impairment (VI). The scale was administered to two groups of preservice special education teachers, and data from the first group (N = 291) were subjected to an exploratory factor analysis (EFA). The results of the EFA revealed that the scale had a five‐factor structure, which included “braille technologies,” “accessibility for documents and software,” “AT for diverse needs,” “AT for accessing print,” and “AT for transforming content into accessible digital format.” Based on the findings of the EFA, the researchers revised the scale and applied it to the second group of preservice teachers (N = 119) to confirm the five‐factor structure through a confirmatory factor analysis (CFA). The fit indices calculated during the CFA indicated a good model fit. By following a systematic approach, a valid 23‐item scale for assessing AT knowledge related to VI was developed. This study offers a useful assessment tool and knowledge constructs for designing AT courses.

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视觉障碍辅助技术：开发和验证职前教师自我效能感量表

本文介绍了一个量表的开发和验证过程，该量表旨在评估职前特殊教育教师与视力障碍（VI）相关的辅助技术（AT）知识。该量表对两组职前特殊教育教师进行了施测，并对第一组（N = 291）的数据进行了探索性因子分析（EFA）。探索性因子分析的结果显示，量表具有五因子结构，包括 "盲文技术"、"文件和软件的无障碍性"、"满足不同需求的辅助技术"、"获取印刷品的辅助技术 "和 "将内容转化为无障碍数字格式的辅助技术"。根据 EFA 的结果，研究人员对量表进行了修订，并将其应用于第二组职前教师（N=119），通过确认性因素分析（CFA）确认了五因素结构。CFA 计算得出的拟合指数表明模型拟合良好。通过系统化的方法，开发了一个有效的 23 个项目的量表，用于评估与 VI 相关的 AT 知识。这项研究为设计视障人士课程提供了有用的评估工具和知识建构。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.