Web 2.0 Tools: awareness and extent of use among visually impaired students

2020 ◽  
Vol 13 (2) ◽  
pp. 121-132
Author(s):  
S. Khowaja ◽  
◽  
N. Fatima ◽  
Keyword(s):  
Web 2.0 ◽  
Visually Impaired ◽  
Structured Interview ◽  
Daily Basis ◽  
Web 2.0 Tools ◽  
Screen Readers ◽  
Interview Method ◽  
Job Opportunities ◽  
Survey Technique ◽  
Visually Impaired Students

The article discusses a study conducted at Aligarh Muslim University to identify the awareness and use of Web 2.0 Tools by visually impaired students. The survey technique was employed in which structured interview method was followed to collect data from 83 visually impaired students and analysed using SPSS (Version 23). Findings of the study reveal that these students were aware about Web 2.0 Tools. Among these, 32.5% students possessed membership of these tools for more than 3 years and majority were using WhatsApp (89.2%), YouTube (87.9%), and Facebook (85.5%) on daily basis. These tools were used by students for different purposes, for instance 91.6% students utilized these tools for academic purposes, 84.3% for seeking job opportunities, and 81.9% for sharing knowledge. It also came to light that the major problem faced by visually impaired users was in the form of compatibility issues with screen readers (85.5%) and non-availability of JAWS software in all languages (66.3%). Further, the study also put forth certain suggestions for enhancing the use of Web 2.0 Tools among visually impaired students.

scholarly journals Awareness Level of Visually Impaired College Students about Urdu Poets and Poetry in Punjab: A Qualitative Inquiry

2020 ◽  
Vol 6 (3) ◽  
pp. 1151-1155
Author(s):  
Muhammad Jahanzaib ◽  
Samina Ashraf ◽  
Ghulam Fatima
Keyword(s):  
College Students ◽  
Visually Impaired ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Human Society ◽  
Public And Private ◽  
Visually Impaired Students ◽  
Public And Private Sector ◽  
Visually Impaired Persons ◽  
Awareness Level

Language has been the most popular source of communication in human society since the start of civilization. The tradition of Folk Tales appeared as the foundation of literature in ancient times. Poetry is a significant way of expression in human literature. Urdu language possesses uncountable master pieces of prose and poetry. Visually impaired persons have proved themselves as literature lovers, good readers and visionary poets in past and present. This study is an effort to depict the awareness level of visually impaired college students about Urdu poets and their creations. The population of the study consisted of all visually impaired students enrolled in public and private sector colleges located in the district Lahore and Okara. A self developed and validated structured interview schedule containing 10 open ended questions was used to collect data from conveniently selected sample of 30 visually impaired students (males= 18, females=12). Descriptive statistics (percentages of responses) were calculated, collected information was coded; major themes were derived and interpreted by qualitative data analysis technique. The Study reflected that the visually impaired college students were having a lot of information about Urdu poets and their creations although there seemed a lack of in depth knowledge. They reported the lack of talking books and material in Braille on Urdu poetry of great and famous poets. They suggested the establishment of talking libraries throughout the country. Major findings were reported, conclusions were drawn and recommendations were made to Punjab Higher Education Department. 

scholarly journals Establishing Information Seeking Behavior on Access to Digital Resources by Students with Visual Impairment: A Case Study of Nairobi University Library Services, Kenya

2021 ◽  
pp. 95-109
Author(s):  
Cheptoo K. Priscah ◽  
Khamadi I. D. Shem ◽  
Maina Jane
Keyword(s):  
Information Seeking ◽  
Visually Impaired ◽  
Mobile App ◽  
Information Seeking Behavior ◽  
Library Services ◽  
Screen Readers ◽  
Units Of Analysis ◽  
Seeking Behavior ◽  
Information Patterns ◽  
Visually Impaired Students

Information is power, very important and valuable commodity in everyday human activity as evidenced with the current digital divide that equal access to information is essential to the development of information society which also applies to people with disability. The aim of the study was to establish the information seeking behavior of visually impaired (VI) students at University of Nairobi library services. The total population of the study comprised of two units of analysis which were 32 visually impaired students and 6 librarians in charge of the visually impaired students. The study carried out a survey by means of questionnaires. The study employed Wilson’s (1999) theory of information behavior model which provided a framework in mapping the student’s information patterns. Statistical Package for the Social Sciences (SPSS) and Microsoft excel 2016 were used to analyze the data. The response rate was 78.95% from all the units of analysis. The findings indicated that majority of the respondents 72% were female. The findings further revealed that most Visually impaired students were getting assistance from a sighted person or by use of computers, speech synthesizers, screen readers, brail prints, and audio books. A smaller number of the respondents (2.44%) used mobile app called tap tap. The study indicated that majority 68.3% of the Visually impaired students relied on aiding tools.

scholarly journals Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’

2020 ◽  
Vol 12 (1) ◽  
pp. 58-68
Author(s):  
Mevlüt Aydoğmuş ◽  
Süleyman Arslantaş
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Evaluation Tool ◽  
Web 2.0 Tools ◽  
Educational Sociology ◽  
Development Platform ◽  
Measurement And Evaluation

Abstract Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.

scholarly journals Content Delivery Modes for Students with Visual Impairments in Integrated Schools of Nepal

2021 ◽  
Vol 5 (1-2) ◽  
pp. 57-68
Author(s):  
Dhruba Prasad Niure
Keyword(s):  
General Education ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Structured Interview ◽  
Instructional Materials ◽  
Education Curriculum ◽  
Instructional Techniques ◽  
General Education Curriculum ◽  
Visually Impaired Students ◽  
Integrated Schools

The purpose of this study is to explore the instructional approaches that have been using by teachers working in integrated schools for years to optimize the access of visually impaired students to general education curriculum. This study was guided by constructivist paradigm followed by case study design. Altogether eleven teachers were selected from three integrated schools located in Kathmandu Valley by using purposive sampling method. Qualitative data were gathered by using semi-structured interview, classroom observation, and document analysis to get deeper understanding on the studied phenomenon. And then garnered information were edited, transcribed, coded, and thematized to draw meaningful results and conclusions. A number of instructional techniques such as providing materials into accessible format, placing students with low vision near to chalkboard, ability based grouping, pairing blind and sighted students together, etc. were applied by targeting the distinct learning needs of students with visual impairments. But most of these instructional techniques were not used on routine basis because of poorly trained teachers, limited instructional materials, and high students-teacher ratio. Therefore, proper training, sufficient instructional materials, and manageable size of the classroom should be arranged to optimize the access of visually impaired students to general education curriculum.

scholarly journals WEB 2.0-BASED LEARNING AND THE CHALLENGES OF CULTURE SHOCK AMONG INTERNATIONAL STUDENTS IN CYPRUS

2021 ◽  
Vol 4 (1) ◽  
pp. 205-213
Author(s):  
Isyaku Hassan ◽  
Musa Barau Gamji ◽  
Qaribu Yahaya Nasidi ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
International Students ◽  
Web 2.0 ◽  
Computer Literacy ◽  
Eastern Mediterranean ◽  
Culture Shock ◽  
Structured Interview ◽  
Learning System ◽  
Digital Learning ◽  
Web 2.0 Tools ◽  
Nigerian Students

With the emergence of new communication technologies, learning has been transformed digitally through Web 2.0 tools, in which digital devices are used to blend the learning system. Some students of tertiary institutions, especially international students who migrate to study out of their community or country, have different cultures of learning, thereby lacking skills and awareness on how to use the new learning system. This study, therefore, aims to investigate the use of web 2.0-based learning facilities and culture shock among international students at the Eastern Mediterranean University (EMU), North Cyprus. The data were collected from a purposive sample of 15 Nigerian students using a semi-structured interview as a data collection instrument. The data were analyzed using inductive thematic analysis. The study reveals that even though some Nigerian students face difficulties in managing Web2.0-based learning facilities like student portal and Moodle, their computer literacy helped them from the initial stage. The findings also indicate that some participants suggest adequate orientation to be organized for international students on the use of learning facilities in the institution. The study suggests that there is a need for further research on digital learning culture from the African perspective. Keywords: Culture shock, international students, digital learning, Web 2.0 tools

Music education for blind people – determinants and methodological guidelines

2020 ◽  
Vol 6 (1 (10)) ◽  
pp. 57-72
Author(s):  
Milena Wiśniewska
Keyword(s):  
Music Education ◽  
Visually Impaired ◽  
Daily Basis ◽  
Educational Institutions ◽  
Music Notation ◽  
Blind People ◽  
Visually Impaired People ◽  
Impaired People ◽  
Visually Impaired Students ◽  
Methodological Guidelines

The article presents the characteristics of music education for visually impaired people. It is largely conditioned by the use of Braille’s music notation featuring a number of differences when compared to the notation used by sighted musicians. Visually impaired students can receive music education both at schools dedicated exclusively to the blind and in public institutions, together with sighted students. What may play a significant role in the provision of the best possible learning conditions for blind people is support given by educational institutions and by various organizations (in our country, the latter form of aid is relatively narrow in scope). What matters most is, however, teachers’ attitude, their willingness to understand a blind student’s situation, and frequently their readiness to introduce modifications to the methods applied on a daily basis. In order to determine what exactly is needed by visually impaired people learning music in Poland, the author of the article explored educational experiences of 24 blind people, bearing in mind the context of music education system in our country. Conclusions drawn from the conducted surveys, as well as from the subject literature, helped to formulate a number of guidelines concerning blind people’s education, directed at teachers of various music subjects; they constitute the main part of the article in question.

scholarly journals INCLUSIVE EDUCATION: A CASE STUDY ON ITS CHALLENGES AND LONG-TERM IMPACT ON VISUALLY IMPAIRED INDIVIDUALS

2020 ◽  
Vol 2 (4) ◽  
pp. 30-42
Author(s):  
Hind Eldaw Elnour ◽  
Supiah Saad
Keyword(s):  
Inclusive Education ◽  
Visually Impaired ◽  
Quantitative Methods ◽  
Structured Interview ◽  
Social Lives ◽  
Positive Attitudes ◽  
Being Bullied ◽  
Visually Impaired Students ◽  
Long Term Impact ◽  
The Impact

Inclusive education is arguably currently one of the most debated topics in the field of education. With more and more families opting for this approach to education for their special needs child, there is a rise in the number of schools adopting this approach. The present study examines the perceptions of visually impaired individuals towards inclusive education in Malaysia, including the challenges faced. The impact on their social lives was also investigated. Participants for the study comprised of 4 visually impaired individuals who had previously gone through inclusive education in their secondary school years. Employing a qualitative approach, a semi-structured interview was conducted in order to generate an in-depth insight into the phenomenon. The results of the study have indicated overall positive experiences for the participants. While the majority of the teachers were reported to show positive attitudes towards the participants, there were rare occurrences of teachers being unaware of the appropriate approaches of including the visually impaired students while teaching. Moreover, although there were a few instances of being bullied by peers, this improved once the visually impaired and their sighted peers began to socialize and understand each other. This positive repercussion of socialization was evident in the social development of the participants with regard to their working life and relationships with others. Some suggestions were made by the participants, which have been put forth as implications. These include more viable education options and widespread opportunities for attaining stable jobs. Nonetheless, further research is required in the field involving female participants to gain a wider perspective on the phenomenon, while the integration of quantitative methods of data collection will generate more conclusive outcomes.

scholarly journals CONCEPÇÕES DE PROFESSORES SOBRE A INCLUSÃO DE ALUNOS COM DEFICIÊNCIA VISUAL NA EDUCAÇÃO SUPERIOR

2020 ◽  
Vol 27 (4) ◽  
pp. 255
Author(s):  
Joice Fernanda Pinheiro ◽  
Silvana Maria Moura da Silva
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
College Education ◽  
Field Research ◽  
Structured Interview ◽  
Educación Superior ◽  
Quota System ◽  
Educacion Superior ◽  
Visually Impaired Students ◽  
The Right

A inclusão educacional se fundamenta em uma concepção de direitos e valores humanos, agregando inúmeras possibilidades para as pessoas com deficiência, em especial, o acesso e a permanência no âmbito educacional com equidade desde a educação infantil até a educação superior. Este estudo teve como objetivo geral analisar as concepções dos professores em relação à inclusão de alunos com deficiência visual na Universidade Federal do Maranhão. Optou-se pelo método fenomenológico, abordagem quanti-qualitativa, pesquisas documental, descritiva e de campo. Participaram desta pesquisa 16 professores de alunos com deficiência visual, matriculados no ano letivo de 2019 e frequentadores de cursos do Centro de Ciências Sociais da referida universidade no campus Dom Delgado. Na coleta de dados foi utilizada a entrevista semiestruturada, cuja análise se voltou para a seleção do discurso de cada participante, sendo realizada uma análise fenomenológica (redução eidética) em unidades significativas. As concepções dos professores em relação à inclusão do aluno com deficiência visual na universidade selecionada contemplaram o direito ao acesso garantido desse aluno por meio do sistema de cotas, acessibilidade plena desde o ingresso do mesmo até sua permanência e a garantia para desenvolver as suas habilidades pelo potencial cognitivo desse aluno. Concluiu-se que apesar das ações desenvolvidas e dos serviços oferecidos, há necessidade de adequação em relação às acessibilidades arquitetônica, pedagógica e comunicacional para a efetivação da inclusão de alunos com deficiência visual na Universidade Federal do Maranhão.Palavras-chave: Inclusão. Concepção. Docência. Deficiência visual. Educação superior. Diversidade.TEACHER CONCEPTIONS ON THE INCLUSION OF VISUAL DISABLED PUPILS IN HIGHER EDUCATIONAbstractEducational inclusion is based on a conception of human rights and values, adding countless possibilities for people with disabilities, especially access to and permanence in the educational sphere with equity from early childhood education to higher education. This study aimed at analyzing teachers' conceptions regarding the inclusion of visually impaired students at the Federal University of Maranhão. The phenomenological method, quanti-qualitative approach, documental, descriptive and field research were chosen. Sixteen professors from visually impaired students, enrolled in the 2019 school year and attending courses at the Center of Social Sciences of the referred university at the Dom Delgado campus participated in this research. The data collection was based on a semi-structured interview, whose analysis was focused on the selection of each participant's speech, with a phenomenological analysis (eidetic reduction) in significant units. The professors' conceptions regarding the inclusion of the visually impaired student in the selected university contemplated the right to guaranteed access for this student through the quota system, full accessibility from the student's entrance until his/her permanence and the guarantee to develop his/her abilities through the cognitive potential of this student. It was concluded that despite the actions developed and the services offered, there is a need for adequacy in relation to the architectural, pedagogical and communicational accessibilities for the accomplishment of the inclusion of students with visual impairment at the Federal University of Maranhão.Keywords: Inclusion. Conception. Teaching. Visual impairment. College education. Diversity.CONCEPCIONES DE PROFESORES SOBRE LA INCLUSIÓN DE ALUMNOS CON DEFICIENCIA VISUAL EM LA EDUCACIÓN SUPERIORResumenLa inclusión educacional se fundamenta en una Concepción de derechos y valores humanos, agregando innúmeras posibilidades para las personas que presentan deficiencia, en especial, el acceso y la permanencia en el ámbito educacional con equidad desde la educación infantil hasta la educación superior. Este estudio tuvo como objetivo general analizar las concepciones de los profesores con relación a la inclusión de alumnos con deficiencia visual en la Universidade Federal do Maranhão. Se optó por el método fenomenológico, abordaje cuanti-cualitativa, investigación documental, descriptiva y de campo. Participaron de esta investigación 16 profesores de alumnos con deficiencia visual, matriculados en el año lectivo de 2019 y frecuentadores de cursos del Centro de Ciencias Sociales de la referida universidad en el campus Dom Delgado. En la colecta de datos fue utilizada la entrevista semiestructurada, cuyo análisis se volcó para la selección del discurso de cada participante, fue realizada un análisis fenomenológico (reducción eidética) en unidades significativas. Las concepciones de los profesores con relación a la inclusión del alumno con deficiencia visual em la universidad seleccionada contemplaron el derecho al acceso garantizado de ese alumno por medio del sistema de cuotas, accesibilidad plena desde el ingreso de este hasta su permanencia y la garantía para desarrollar sus habilidades por el potencial cognitivo de ese alumno. Se concluyó que a pesar de las acciones desarrolladas y de los servicios ofrecidos, hay necesidad de adecuación con relación a las accesibilidades arquitectónica, pedagógica y comunicacional para a efectuación de la a inclusión de alumnos con deficiencia visual en la Universidade Federal do Maranhão.Palabras-clave: Inclusión. Concepción. Docencia. Deficiencia visual. Educación superior. Diversidad. 

scholarly journals The use of manipulative didactic material to teach concepts related to the treatment of information for visually impaired students

2020 ◽  
Vol 22 (2) ◽  
pp. 105-121
Author(s):  
Eliziane De Fátima Alvaristo ◽  
Sani de Carvalho Rutz Da Silva ◽  
Lucia Virginia Mamcasz Viginheski ◽  
Luiz Alberto Pilatti
Keyword(s):  
Visually Impaired ◽  
National Curriculum ◽  
Structured Interview ◽  
Mental Action ◽  
Mathematical Concepts ◽  
Data Collection And Analysis ◽  
Post Test ◽  
Special Education School ◽  
Visually Impaired Students ◽  
Didactic Material

Context: teaching mathematics to visually impaired students has been challenging teachers in classrooms. Thus, it is important to use manipulative resources for the teaching process. Objective: to evaluate the use of manipulative didactic material for teaching concepts related to the treatment of information for students with visual impairments. Design: applied nature and qualitative approach. Environment and participants: held at a special education school in a countryside municipality in the state of Paraná. The participants were two visually impaired students and a mathematics teacher specialized in the area. Data collection and analysis: semi-structured interview, pre-test and post-test composed of five questions elaborated based on the contents proposed by the National Curriculum Parameters - PCN, and recordings of the classes taught by the responsible teacher. The data collected were examined through the analysis of the conversation, theoretically based on Piotr Yakovlevich Galperin's assumptions on the formation of mental action through steps. Results: revealed that the material developed for this study is a mediating tool in the process of forming mathematical concepts by the participating students, showing the importance of using differentiated resources that allow visual impaired students to access and appropriate knowledge taught at school. Conclusions: based on the appropriation of visually impaired students on how to deal with the material used in the study, we suggest to apply the material to EJA classes; inclusive classes; students with intellectual disabilities and/or disorders such as dyscalculia.

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