Graduate Studies, UNL

 

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

First Advisor

Guy Trainin

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Justin Olmanson, Mackenzie Savaiano, Nicolas Husbye, Silvia Correa-Torres

Department

Educational Studies

Date of this Version

12-2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy (Ph.D.)

Major: Educational Studies

Under the supervision of Professor Guy Trainin

Lincoln, Nebraska, December 2025

Comments

Copyright 2025, Benjamin Kendall Lytle. Used by permission

Abstract

Assistive technology (AT) is essential for supporting access, independence, and learning among students with visual impairments. Teachers of students with visual impairments (TSVIs) are expected to integrate AT into instruction and ensure their students are prepared for academic, social, and workforce demands. The original list of 111 AT competencies for preservice TSVIs, developed by Smith et al. (2009), provided an important foundation but has not been revised despite significant technological advances over the past decade. Outdated competencies risk limiting teacher preparation programs and leaving educators underprepared to address the realities of today’s classrooms. A revised and streamlined competency framework is necessary to ensure TSVIs receive relevant and effective training.

The purpose of the study was to revise the existing AT competency framework and identify which competencies experts considered most essential for preservice TSVIs. The Delphi methodology was employed with a panel of 32 experts in the field of visual impairments, of whom 24 completed all three rounds. Round 1 collected demographic data, including self-efficacy questions that provided insight into participants’ knowledge and confidence with AT, and introduced the original competency list for review.

Qualitative feedback from Round 1 was used to refine competencies in Round 1A, during which panelists suggested consolidations, clarifications, and additions. Items reaching the consensus threshold of 75% advanced to subsequent rounds. In Round 2, panelists rated their level of agreement with the revised list, and no qualitative feedback was collected.

The Delphi process resulted in a final set of 58 AT competencies organized into eight domain areas. Expert feedback emphasized the importance of balancing breadth with practicality, ensuring that competencies reflect both foundational skills and emerging technological demands. Self-efficacy data contextualized the results by highlighting overall panel confidence while also identifying areas where additional preparation may be needed.

The findings provide an evidence-based framework for AT instruction that can inform teacher preparation programs, guide professional development for in-service educators, and shape policy decisions in the field of visual impairments. By refining the competencies, the study addresses a critical gap and establishes a framework that is both responsive to present demands and adaptable to future technological change.

Advisor: Guy Trainin

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