scholarly journals Assistive technology and leisure time of visually impaired students at the University of Zagreb

2015 ◽  
Vol 14 (1) ◽  
pp. 35-54
Author(s):  
Dominik Sikiric ◽  
Bilic Prcic ◽  
Ana Dugandzic
Keyword(s):  
Assistive Technology ◽  
Visually Impaired ◽  
Leisure Time ◽  
Visually Impaired Students ◽  
The University

scholarly journals The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

2020 ◽  
Vol 15 (01) ◽  
pp. 140
Author(s):  
Juliana Samuel Kamaghe ◽  
Edith Talina Luhanga ◽  
Michael Kisangiri
Keyword(s):  
Visually Impaired ◽  
Learning Technologies ◽  
Assistive Technologies ◽  
Higher Learning ◽  
Drop Out ◽  
Internet Users ◽  
E Learning ◽  
Visually Impaired Students ◽  
The University ◽  
Learning Institutions

In the past decades, the world has experienced major changes in the advancement of learning technologies which has enabled learners to engage in their learning activities anywhere. The penetration of mobile phone internet users in Tanzania has been increasing from 2 million in 2011 to 23mil in 2017 The adoption of mobile-based learning (M-learning) for students who are visually impaired in Tanzania has become a major bottleneck since most of the e-learning contents assume that learners have sight and thus include a lot of visualizations. This causes visually impaired students in higher learning Institutions (HLIs) to face challenges such as technical knowledge gaps. Lack of skills and inaccessibility of online contents, which then lead to drop out of the university. The aim of this study is to determine the awareness and usage levels of existing mobile assistive technologies for visual impairment, and the remaining challenges that visually impaired students face, when using such tools on smartphones to access m-learning content from HLIs. in Tanzania. The research was conducted an observational and contextual inquiry study at three major HLIs. We found that 67% of respondents did not have knowledge of m-learning assistive technologies, and their technology barriers for visually impaired students. Also, knowledge, accessibility of Assistive technology and affordability can hinder the adoption of m-learning in Higher Learning Institutions

Computer-Based Compensatory Augmentative Communications Technology for Physically Disabled, Visually Impaired, and Speech Impaired Students

1989 ◽  
Vol 10 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Duane F. Shell ◽  
Christy A. Horn ◽  
Mary K. Severs
Keyword(s):  
Communication Systems ◽  
Visually Impaired ◽  
Assessment System ◽  
Communications Technology ◽  
Writing Systems ◽  
Physically Disabled ◽  
Visually Impaired Students ◽  
University Of Nebraska Lincoln ◽  
The University ◽  
System Selection

Compensatory Augmentative Communications Technology is the use of computers and related technology to augment written or verbal communication. In this paper we describe augmentative writing systems for physically disabled and visually impaired students and augmentative communication systems for nonverbal speech impaired students. The components used in creating augmentative systems are detailed with specific examples of the systems used in the Educational Center for Disabled Students at the University of Nebraska-Lincoln. Issues in assessment, system selection, and training and system limitations are discussed.

scholarly journals Using law and licences to supply accessible books to visually impaired students at the University of Chester

2015 ◽  
Vol 39 (121) ◽  
pp. 12-21 ◽  
Author(s):  
Lisa Peters ◽  
Craig Smith
Keyword(s):  
University Students ◽  
Visually Impaired ◽  
Visually Impaired Students ◽  
The University

Provision of accessible copies of textbooks to visually impaired students has an important role to play in supporting them in their studies, including at university. Recent legislative and copyright licence developments have allowed libraries to supply textbooks to their students in a form best suited to their needs. Whilst these developments are welcome, actually obtaining accessible textbook for visually impaired university students is neither simple nor straightforward and is often a laborious and time consuming process. The University of Chester has provided accessible books to visually impaired students since 2011 and established an Alternative Formats Team in 2012 to manage this service. This article describes the processes, usage and challenges of this service, as well as providing a brief description of the RNIB resource Load2Learn.

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.

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

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 Information Accessibility for Visually Impaired Students

10.47657/1793 ◽  
2020 ◽  
pp. 16-36
Author(s):  
Maleeha Rafiq Ahmed ◽  
Muhammad Asif Naveed
Keyword(s):  
Interpersonal Relationships ◽  
Interpretative Phenomenological Analysis ◽  
Visually Impaired ◽  
Information Access ◽  
Primary Source ◽  
Academic Institutions ◽  
Financial Barriers ◽  
Information Accessibility ◽  
Visually Impaired Students ◽  
The University

This research aimed to explore the actual situation of information accessibility for university students with visual impairment at higher academic institutions of Lahore, Pakistan. This research adopted a qualitative research design using interpretative phenomenological analysis (IPA) to investigate the proposed phenomenon. The participants were recruited with purposive sampling from higher academic institutions for data collection. Face to face interview of 15 visually impaired students was conducted using an interview guide. The participants were debriefed for data authentication and verification at the end. Each interview was transcribed and analyzed carefully using IPA. The results indicated that these students utilized interpersonal relationships as the primary source of their academic information. The other available facilities for information access included the internet, disability resources center (if available at the institution), and the university library. The major barriers in accessing needed information included: format barriers, navigational barriers, technical barriers, ICTs illiteracy, and financial barriers. The university administration, especially libraries, should consider students with various disabilities while designing information infrastructure for its community. This research can be used as a guide by library staff in designing need-based information services for students with visual imprisonment. This research would be a worthy contribution to the existing literature as only a few studies were conducted in Pakistan.

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