Classroom Experiences of Students With Visual Impairments Who Use Assistive Technology.

This article examines the academic and social participation of secondary students with visual impairments (i.e., those who are blind or have low vision) in core academic content classes, based on observational data from 10 students across multiple schools in two U.S. states. Findings indicate that when provided with clear instructional expectations and assistive technology (AT), students with visual impairments engage independently and actively in written work and other classroom tasks, demonstrating high levels of academic engagement. However, these students exhibited notably fewer social interactions with sighted peers compared to typical students, suggesting limited peer engagement despite physical inclusion. The study highlights the importance of ensuring access to AT and recommends targeted social supports, such as peer-mediated interventions, alongside individualized data collection by educators to enhance social participation and align instructional practices with students' needs.