All assistive devices have some educational quality that is beneficial. The restrictions that each piece of equipment carries with it may escape notice until precious instructional time and money have been expended. Technology, in the form of assistive devices, carries encumbering aspects in several different categories. These range from considerations over space requirements, portability needs, accessibility issues and possible negative peer reaction. The teacher of the visually impaired must take these into consideration when recommending the equipment.
Space is always at a premium on any campus.
This would tend to support the itinerant model of providing services for the visually impaired, but it would be difficult if not impossible for the itinerant teacher to transport all the equipment that a student might require on a daily basis. The itinerant teacher might choose to leave the equipment at the students home campus, but then it would not be available for any other students use. When the equipment is on the home campus it needs to be transported from class to class by the student unless a personal aide is attached to the equipment. This is hardly the least restrictive environment. No student needs nor wants to be accompanied by an entourage which draws attention to their differences.