vigneshwaran k

https://doi.org/10.64823/ijssr.2602001

Introduction: Research on assistive technology (AT) has focused on adoption and abandonment. Little is known about whether people who use screen-reading software (SRS) use it to the extent their work requires. This study examined the gap between work-warranted and actual SRS use and how it varies with profile and SRS-use characteristics. Methods: A total of 338 SRS users in Tamil Nadu and Puducherry, India, rated how far their work warranted SRS use and how far they actually used it. Comparing the two ratings, respondents were classified as Requirement-Matched, Above-Requirement or Below-Requirement Users. Associations with 13 characteristics were tested using Pearson chi-square, Monte Carlo exact tests and Cramér's V. Results: Most respondents (76.6%) were Requirement-Matched Users, 13.6% were Above-Requirement Users and 9.8% were Below-Requirement Users. Eagerness to learn about AT showed the strongest association (V = .26), with low eagerness linked to below-requirement use. Below-requirement use was also more frequent among respondents with 2–5 years of AT use, a single training programme, a diploma qualification and NVDA as their screen reader. Above-requirement use was more frequent among respondents aged 18–25, students and those with moderate visual impairment. Gender, income, cause of impairment and self-rated computer proficiency were not associated with the gap. Discussion: The two forms of mismatch have different correlates. Below-requirement use appears to reflect a plateau in learning rather than weak general computer skill. Implications for Practitioners: Training providers could follow introductory SRS training with a second, work-focused stage. Employers and rehabilitation services could offer refresher training to users in their second to fifth year of AT use. Conflict of Interest: There is no conflict of interest Ethical Clearance: Ethical clearance obtained from Pondicherry University.

https://doi.org/10.64823/ijter.2607009

Empowerment of persons with disabilities (PWDs) has now assumed paramount importance while crafting disability-related policies, education framework and inclusion. Strong commitment has been displayed towards inclusion and accessibility by the state and private institutions. However, studies providing empirical evidences about the role played by teachers in shaping the livelihood of disabled by empowering them and transforming them as independent, confident and competent to participate in fruitful jobs is very much scanty. This study examines how teacher support received by disabled has cast a bearing on them gaining empowerment. Primary data was collected from 134 disabled in Chennai selected using Snowball sampling and analysed using SPSS, applying the analytical tools of Frequency, Mean, Cluster Analysis, Chi-square Analysis, Correspondence Analysis and Regression. Findings of the survey indicate that the disabled surveyed have gained good level of empowerment in their professional life while they have been supported by teachers to an average extent on majority of issues. Support from teachers have cast a significant positive influence on their empowerment with those fortunate to get good support of teachers gaining high level of empowerment. This implies that the quality of teachers’ support for disabled usually well translates into better empowerment of them in their profession.