Abstract:

Students who are diagnosed as visually impaired and are integrated into the regular classroom, or students learning in special education schools are in need of adaptation of the educational and physical environment in order for them to participate equally and actively in the school independently, privately with respect while maximizing their full potential. With the correct integration of technology in the classroom it is possible to attain good results in general and in particular with children with special needs, for them the technology can be used as a springboard in reducing the gap between them and children without special needs.

The purpose of this research is to examine how the use of cutting edge technology promotes academic performance among elementary age students diagnosed with visual impairment. The research was performed using the qualitative method, we interviewed 10 teachers that have integrated visually impaired students into their elementary school classroom.

The findings of the research point to two main tools that visually impaired students use, IPad and the computer screen. It also appears that the use of this technology is becoming part of the school routine of these students and helps them to integrate in the best possible way during the lesson and to be part of the classroom experience.

One of the outstanding advantages of using technological tools by visually impaired children in the integrated classroom is the degree of independence these tools allow them. These students can participate actively and 'stay in the loop' thanks to these tools. Visually impaired students who use the technology report a feeling of equality, a return of self-confidence and a reduction in the sense of disability.

Aside from the advantages of using technology there are some technical difficulties. The conditions for using the tools, weight, size and use of electricity make its use cumbersome and harms the independence of the visually impaired who cannot use the tool everywhere and at all times. Sometimes the use of these tools attracts attention to the student and highlights his disability in front of the other children.

The research findings contribute to the understanding of the impact of technology on the learning processes among visually impaired students and their ability to adapt to the technological means available to them.

Keywords:

Technology, Visually impaired, Children with special needs.