Learning in an Inclusive Multi-Modal Environment

2010 ◽  
Vol 12 (3) ◽  
pp. 28-44
Author(s):  
Deryn Graham ◽  
Ian Benest ◽  
Peter Nicholl
Keyword(s):  
Assistive Technology ◽  
Interaction Design ◽  
Visually Impaired ◽  
Future Research ◽  
Technology Products ◽  
Inclusive Learning ◽  
Original Case ◽  
Visually Impaired Students

This paper examines recent research in interaction design for inclusive learning and the development of ideas for further research into building an environment facilitating inclusive multi-modal learning. In this paper, the authors give a summary of the findings of the original case study on improving interaction design for teaching visually impaired students. The paper then describes and discusses further work on evaluating current assistive technology products, with conclusions being drawn on future research.

Interaction Design for Inclusive Learning

2010 ◽  
pp. 28-40 ◽  
Author(s):  
Deryn Graham ◽  
Ian Benest ◽  
Peter Nicholl
Keyword(s):  
Interaction Design ◽  
Teaching And Learning ◽  
Large Scale ◽  
European Population ◽  
The United Kingdom ◽  
Inclusive Learning ◽  
All Solutions ◽  
Funded Project ◽  
Visually Impaired Students

The findings for a case study on improving interaction design for teaching visually impaired students, in an inclusive learning environment, are presented. The crux of the problem is the ability to draw and understand diagrams. The cognitive issues are often underestimated with insufficient attention being given to the use of metaphors, etc. and “one size fits all solutions” are often the norm. The findings of the original seed funded project, which was conducted by three universities in the United Kingdom, have led to design criteria and to an application for a large scale project, to produce generic tools and to enable “multi-modal” teaching and learning, with connotations for the support of people with cognitive as well as physical impairments, especially relevant with respect to an increasingly ageing European population.

scholarly journals Identifying and Addressing the Challenges Faced by Students with Visual Impairments in Accessing Education and Learning Contents in Relation to ICT: The case of the Tertiary Education in Bangladesh

2019 ◽  
pp. 1-11
Author(s):  
. Helal Uddin Ahmed
Keyword(s):  
Assistive Technology ◽  
Visually Impaired ◽  
Tertiary Education ◽  
Empirical Studies ◽  
Visual Impairments ◽  
Teaching Staff ◽  
Inclusive Learning ◽  
Assessment Tasks ◽  
Information And Communication ◽  
Visually Impaired Students

Though Information and communication technology (ICT) has a great potential in providing a fair and equitable education for students with visual impairments, they face several challenges in accessing and using ICT for education and learning purposes. Empirical studies exclusively focusing on visually impaired students in accessing and using ICTs in higher educational instructions are scarce. The current study aims to fill the research gap by identifying the needs of and challenges faced by visually impaired students in accessing ICT to avail educational and learning contents in higher education institutions in a developing country context like Bangladesh. The findings of the study indicate that the major challenges faced by visually impaired students include inadequate arrangements for visually students in universities, difficulties in hiring underwriters, lack of compatible assistive technology, teaching incompetency to design accessible content, unaffordable ICT and assistive technology devices. The study recommends establishment of disability support centre in every university, reasonable adjustments in learning and assessment tasks, organising institution level learning supports, strengthening knowledge and skills of teaching staff, and designing disability specific apps particularly for visually impaired students in order to promote inclusive learning environment in tertiary education in Bangladesh.

scholarly journals The development of science process skills in visually impaired students: analysis of the activities

2019 ◽  
Vol 8 (1) ◽  
pp. 90 ◽  
Author(s):  
Aydın Kızılaslan
Keyword(s):  
Instructional Design ◽  
Life Skills ◽  
Visually Impaired ◽  
Visual Cues ◽  
Learning Needs ◽  
Process Skills ◽  
Scientific Process ◽  
Second Stage ◽  
Visually Impaired Students

<span>Students with visual impairments face tremendous challenges in daily life while learning life skills as they do not have the benefit of visual cues. The skills that visually impaired students are expected to learn include not only everyday life skills, but also scientific process skills too. In this study, case study was used to develop an instructional design to teaching science concepts to visually impaired students. The aim of this study is to analyze the efficacy of science activities of this developed instructional design. The study consists of three basic stages. In the first stage, visually impaired students’ learning needs are identified. In the second stage teaching materials and activities are designed and developed. In the last stage, these activities were analyzed in terms of scientific process skills through observation forms. As a result, most of the developed activities are suited for development of the scientific process skills.</span>

Development and Standardization of an Alienation Scale for Visually Impaired Students

2017 ◽  
Vol 111 (5) ◽  
pp. 427-439 ◽  
Author(s):  
Poonam Punia ◽  
Sandeep Berwal
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Item Analysis ◽  
Visual Impairments ◽  
Reliability And Validity ◽  
Future Research ◽  
Rehabilitation Professionals ◽  
Cultural Estrangement ◽  
Visually Impaired Students ◽  
Context Specific

Introduction The present study was undertaken to develop a valid and reliable scale for measuring a feeling of alienation in students with visual impairments (that is, those who are blind or have low vision). Methods In this study, a pool of 60 items was generated to develop an Alienation Scale for Visually Impaired Students (AL-VI) based on a review of the literature and discussions with colleagues and experts in the field. The items were organized into six dimensions of alienation, namely powerlessness, meaninglessness, normlessness, social isolation, self-estrangement, and cultural estrangement, and were rated on the five-point Likert scale. The standardization of the scale was completed with 118 students with visual impairments in the age group of 10 to 25 years, selected randomly from specialized and inclusive schools in the state of Haryana, India. Results The item analysis was done by calculating t- and r-values; seven items were deleted, and a final 45 items were retained. The calculated value of Cronbach's alpha and split-half correlation came out to be 0.87 and 0.86, respectively. The construct validity was determined by computing the coefficient of correlation between scores of this scale and the scores obtained by using the Student Alienation scale (SAS) of R. R. Sharma (Sharma, 2012). The percentile norm for the scale was determined after verifying normality of the scores by using a Q-Q plot. Discussion The findings of the present study suggest that the AL-VI may serve as a useful tool in future research to assess alienation in persons with visual impairments in India. The findings further demonstrate that the AL-VI produced scores that are reliable and valid. The AL-VI can be used outside India after determining its reliability and validity in context-specific conditions. Implications for practitioners The AL-VI scale is applicable to students with visual impairments, teachers of students with visual impairments, principals, social workers, psychologists, and rehabilitation professionals. Practitioners could use this tool for assessing and understanding the level of alienation among students with visual impairments, thereby helping them in planning and executing strategies for remediating alienation.

scholarly journals Assistive Technology in Mathematics Learning for Visually Impaired Students

2018 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Gangsar Ali Daroni ◽  
Gunarhadi Gunarhadi ◽  
Edy Legowo
Keyword(s):  
Assistive Technology ◽  
Visually Impaired ◽  
Mathematics Learning ◽  
Mathematical Concept ◽  
Assistive Technologies ◽  
Learning Mathematics ◽  
Visually Impaired Students ◽  
Math Problems ◽  
Impaired Children ◽  
Visually Impaired Children

Mathematics is an important subject to be learned by all children. Visually impaired children experience obstacles in following the process of mathematics learning caused by abnormalities. Visually impaired students experience obstacles in the process of thinking at the disequilibrium stage and low understanding of concepts when studying mathematics. It caused them to experience difficulties when doing math problems. Assistive technology is a technology created specifically to improve or maintain the functional ability of children with special needs in order to accomplish tasks that hard for them to do. Assistive technology for visually impaired children is made by maximizing the abilities that the children still possess and helping them to get a clearer mathematical concept. This article is a literary study which aims to provide information about the difficulty for the visually impaired students in mathematics learning and assistive technologies that have been developed to support the learning. This article can be used as the basis for developing new assistive technology in mathematics learning. Assistive technology is needed to help children with visual impairment in following the learning of mathematics and to optimize the ability of the children in learning mathematics.

Application of VoiceXML in e-Learning Systems

2010 ◽  
pp. 92-108 ◽  
Author(s):  
A. A. Azeta ◽  
C. K. Ayo ◽  
A. A. Atayero ◽  
N. A. Ikhu-Omoregbe
Keyword(s):  
Distance Learning ◽  
Visually Impaired ◽  
Learning Systems ◽  
Learning Technology ◽  
Information And Communication ◽  
E Learning ◽  
Visually Impaired Students ◽  
The Voice ◽  
Usability Criteria

This chapter examines the learning environment of visually impaired students in the school for the blind. The level of Information and Communication Technology (ICT) utilization and adoption is reported with specific interest in VoiceXML and its application areas. As a case study, a prototype voice-based e-Learning application for course registration and examination was developed and reported. The system was evaluated using ISO 9241-11 usability criteria. The outcome of the usability evaluation is also presented. The voice-based e-Learning technology described in this chapter will improve accessibility to education, including distance learning for learners who are visually impaired in the school for the blind.

Assistive Technology and Its Impact on Educational Achievement for Visually Impaired Students at SKPK Princess Elizabeth

2021 ◽  
pp. 873-883
Author(s):  
Hussein Mohammed Esmail Abualrejal ◽  
Hassan Olayan Shtawi ◽  
Mohamad Ghozali Hassan ◽  
Amer Zaid Alqudah ◽  
Amal Abdulwahab Alamrani
Keyword(s):  
Assistive Technology ◽  
Visually Impaired ◽  
Educational Achievement ◽  
Visually Impaired Students

Strategies and Technology Aids for Teaching Science to Blind and Visually Impaired Students

2020 ◽  
pp. 26-37 ◽  
Author(s):  
Cristina Gehibie Reynaga-Peña ◽  
Carolina del Carmen López-Suero
Keyword(s):  
Visually Impaired ◽  
Universal Design For Learning ◽  
Three Dimensional ◽  
Teaching Resources ◽  
Blind And Visually Impaired ◽  
Inclusive Learning ◽  
Design For Learning ◽  
Science Laboratories ◽  
Technology Aids ◽  
Visually Impaired Students

This chapter aims to provide a panorama of suitable teaching resources and strategies for science education of blind and visually impaired students. Although it is not a thorough review, its intention is to provide examples of what is possible to do specifically for experimental sciences (Biology, Chemistry, and Physics). The authors will also present the foundations for designing inclusive learning materials based on the user-centered design and universal design for learning (UDL) frameworks, using as example the development of technology-based tactile three-dimensional prototypes for teaching biology. An example of low-technology adaptations for making accessible instruments for the chemistry lab, using recycled materials will also be described, as well as adaptations for laboratory safety. Finally, there is also a section elaborating on the educational strategy to create inclusive and engaging environments in science laboratories.

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