Purpose

This project has two primary purposes: (1) identify the core technology skills that screen reader users who are blind or have low vision (B/LV) need to be successful in the workplace, and (2) create an objective, validated assessment of these core skills to determine whether individuals have the minimum technology skills necessary to enter the workforce. This study will classify core technology skills as foundational (those needed by entry-level workers) or advanced (more specialized skills that may only be needed for certain jobs).

Research Questions

1. What are the most appropriate ways to objectively assess the core technology skills of screen reader users?
2. What are the core foundational technology skills that screen reader users need to successfully enter the workplace?
3. In what order should the core foundational technology skills be taught?
4. What are the core advanced technology skills that screen reader users may need to succeed in the workplace?
5. What challenges do proctors encounter when implementing the assessment?
6. To what extent do subject matter experts agree on the appropriateness of each assessment item to measure its associated core skill?
7. To what extent do independent proctors consistently score individuals’ responses to performance items on the assessment?
8. Does the assessment have a small error variance?
9. Do AT instructors’ estimates of student core technology skills correlate highly with student assessment scores?
10. Do employed screen reader users who utilize computers for their jobs score an average of 90% or better on the assessment?

Study Summary

It would be difficult to overstate the importance of digital skills today. People who are B/LV need assistive technology (AT) skills to access digital content; thus, good AT skills are a prerequisite for strong digital skills. Despite the clear need for digital and AT (i.e., technology) skills in the workplace, there is currently no standard method to measure B/LV individuals’ technology skills.

This project will address this gap by using expert consensus via a Delphi study to first identify the core technology skills and then create an objective assessment to measure them. Core technology skills are defined as the essential skills with technology, including mainstream and AT, needed by people who are B/LV to be successfully employed in jobs that require digital skills. We will follow the appropriate, rigorous procedure to develop this criterion-referenced measure. This procedure includes a pilot test of the initial version of the assessment and revisions based on the pilot test, followed by a content validation study and a field test of the revised assessment.

In addition to identifying the core technology skills and creating an objective assessment of these skills, this project will provide a potential structure (scaffolding) for AT instructors to teach technology skills.

Expected Outcomes and Benefits

As a result of this project, we will identify the core technology skills needed in the workplace and create fact sheets for consumers and professionals to share this information; determine a structure for teaching them; and create an objective, validated instrument to assess them. These project outputs have multiple important implications for the field: (a) AT instructors will have a research-based roadmap for teaching the core skills in a logical sequence; (b) people who are B/LV will understand the technology skills they need to succeed in the workplace; (c) teachers of students with visual impairments, who often provide AT instruction, will gain insight into workplace technology skills so they can begin preparing youth early; and (d) VR and job placement professionals will have an objective tool for assessing whether consumers have the necessary technology skills to be job ready.