Audiovisual produzido por jovens surdos: um roteiro de inclusão e acessibilidade

A educação inclusiva, enquanto modalidade transversal de ensino no Brasil tem exigido o desenvolvimento de estratégias pedagógicas no âmbito educacional, em específico, na Educação Superior. Atualmente, observa-se um número crescente de estudantes com deficiência ingressos nas diversas universidades brasileiras em diferentes cursos de graduação. Esta situação traz desafios aos processos de organização de currículo, avaliação e promoção de estratégias que contribuam com o acesso, permanência e conclusão destes estudantes. Nesta linha, este artigo tem por objetivo analisar as narrativas de estudantes universitários cegos acerca de suas experiências acadêmicas no Ensino Superior visando contribuir para a abertura de novos campos de inteligibilidade sobre o processo de inclusão nesse nível de ensino. O estudo foi desenvolvido em uma universidade brasileira (Distrito Federal), a partir da realização de entrevistas semiestruturadas com 02 estudantes cegos, durante um semestre letivo. A análise dos resultados culminou nos seguintes eixos temáticos: a) Os desafios curriculares, e b) Os sentidos acerca da inclusão acadêmica. Depreende-se da análise realizada, o desconhecimento por parte do universitário cego acerca dos direitos concernentes às estratégias adaptativas que devem ser acessadas no seu processo de escolarização. Além disso, as estratégias pedagógicas, quando desenvolvidas e ofertadas para os participantes, não se basearam em práticas pedagógicas específicas para o sujeito cego, mas em escolhas casuais e pessoais a depender dos seus respectivos professores.

This study delves into the challenges and strategies involved in teaching blind students piano at the beginner level, with a focus on creating inclusive and effective learning environments. The objective is to comprehensively explore and analyze the challenges faced by teachers when instructing blind students in piano at the beginner level. The content revolves around a pilot teaching program conducted at a school in Jiangsu, China, involving blind and deaf students aged 8-12 years old. Key informants include experienced piano teachers specializing in blind student education. Data analysis combines qualitative methods from interviews and observations with quantitative data from surveys, leading to key findings on segmented practice, mastering music rules, technology integration, and curriculum design. The research results highlight the effectiveness of auditory-based learning strategies in enhancing blind students' rhythmic precision and melodic expression. Suggestions for improving inclusive piano education include integrating technology, designing tailored curricula, and conducting formal teaching evaluations.

This study aims to design specialized instructional media for college students with hearing and visual impairments, supporting their unique learning needs. This study used a qualitative single-case study approach to thoroughly investigate the experiences of deaf and blind college students, with a focus on instructional modules and videos. The research subject is college students with hearing and visual impairments, specifically examining their higher education experiences and identifying specific requirements for effective learning. This research instrument uses surveys, interviews, and analysis of instructional modules and videos to gather comprehensive data on the challenges and needs of deaf and blind college students. The data were analyzed using thematic analysis to identify patterns, themes, and insights related to the higher education experiences of students with hearing and visual impairments. The results of this study indicate that the design and implementation of specialized instructional media with tailored features significantly contribute to addressing the unique challenges faced by deaf and blind college students. This approach fosters inclusivity and equity, providing valuable insights for creating more effective and accessible online learning materials in higher education.

This study examined the usability challenges and emotional reactions blind college students experienced in accessing educational materials and communicating with professors and colleagues through online technologies. A case study approach was adopted. Five students were interviewed regarding their online learning experiences using Blackboard, a popular Course Management System. Analysis of the interviews revealed that the blind students found Blackboard poorly accessible, which affected their academic achievements. However, despite their frustrations and feelings of marginalization, the study also showed that the blind students were motivated and optimistic of their successes. The research suggests that academic administrators and CMS designers work jointly with adaptive software developers to create enhanced user interfaces, ensure universal access and usability of online technologies, and reduce educational inequities and frustrations encountered by blind students.

This study examined the usability challenges and emotional reactions blind college students experienced in accessing educational materials and communicating with professors and colleagues through online technologies. A case study approach was adopted. Five students were interviewed regarding their online learning experiences using Blackboard, a popular Course Management System. Analysis of the interviews revealed that the blind students found Blackboard poorly accessible, which affected their academic achievements. However, despite their frustrations and feelings of marginalization, the study also showed that the blind students were motivated and optimistic of their successes. The research suggests that academic administrators and CMS designers work jointly with adaptive software developers to create enhanced user interfaces, ensure universal access and usability of online technologies, and reduce educational inequities and frustrations encountered by blind students.

This study focuses on inclusive English teaching strategies for blind and deaf students at SLBN 1 Tanjungpinang, emphasizing that education must be ensured for all students, including those with special needs. The purpose of the study is to explore differentiated instructional approaches that align with the sensory modalities of each group to enhance learning outcomes. . Using a qualitative case study approach, the study employs field-based observations and reflective documentation as research methods. The study compares auditory and tactile strategies for blind students with visual-based methods for deaf students. The main findings indicate that blind students benefit from interactive storytelling, structured verbal activities, and tactile materials such as Braille, while deaf students gain from vocabulary modelling, sign language, and visual aids. The study concludes that adaptive pedagogy, tailored to sensory strengths, is critical for competency-based and inclusive English education in special schools, despite challenges like limited resources and the need for continuous teacher training.

IntroductionStudents with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied.MethodsIn the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019.ResultsOur descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different.DiscussionWe then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.

This article explores visually impaired (vi) and blind students’ experiences of support as an undergraduate student in UK higher education (he) by focusing specifically on relationships and interactions between vi and blind students and support staff within Higher Education. Participants within this research show how their experiences highlight an uneven and often exclusionary Higher Education landscape. Constructions of disability and impairment show a complex relationship between support provision as it is offered and experienced. The findings overall suggest the experience of support is more than the placing together of student and support worker and concerns the management of this relationship, particularly around underlying assumptions about being vi. Support is not unnecessary or unwelcome, instead, the complexity of the relationship, the additional work associated with support experienced by these students, combine to shape academic experience.

Online learning has been running in Indonesian universities due to the COVID-19 outbreak. Online learning has become a challenge to both parties, lecturers, and students with special needs. The use of several online platforms for learning has not provided accessibility for students who are blind and deaf. To pursue friendly learning in inclusive classrooms for blind and deaf students, then we need a facility that supports learning for blind and deaf students. The purpose of the study is to develop a learning model that can be used for online learning using an interactive website. The interactive Web-Based Learning Model is an innovative learning model which is designed for special needs students to access online learning more effectively. The procedure used in this interactive web-based learning model is that every blind and deaf student can access learning through various devices connected to their cell phone or laptop to make the learning process two-way and effective. The research was conducted using the research & development method which consists of the stages of producing a model product and then validating and testing the model. The result of this study is an online learning model using a website that can present learning material from lecturers in the form of pages that all the menus can be read directly by blind students through a screen reader on their devices (user friendly) and they can send assignments via voice note options. The website is equipped with videos accompanied by subtitles so that it has accessibility to deaf students. This model consists of the following stages: 1) Planning which includes needs analysis and content analysis, 2) The learning process through an interactive website containing structured learning material, interactive learning through video and discussion features, 3) Evaluation includes test and non-test in the form of process and result in analysis.

This study was centered in the research line of Labor, Society and Education and its subject fits more specifically into the sub areas: Educational Reforms and Impact on Educational Institutions, dealing with the theme "Formation Policies in Higher Education for Special Education". Immersing ourselves in this context, the thesis defended in this study was that, with the implementation of the Bologna Process, Higher Education in Brazil, as the rest of the world, was significantly affected influencing or even serving as a model for the reorganization of university structures and of higher education systems emerged from Europe. Thus, the objective of this study was to analyze the Bologna process and its influence in higher education, especially the Brazilian and Portuguese initial formation policies aiming inclusive education. More specifically: 1) analyze the transformations in Brazilian higher education due to the influence of the Bologna Process in regard to the initial formation with a view to Inclusive Education. 2) Identify the transformations in higher education in Portugal and Brazil from the Bologna process and which are the Brazilian and Portuguese specific special education policies for teacher formation. 3) Describe and reflect on the obstacles, barriers and possibilities of teacher formation for Special Education. About the methodological point of view, we did not start our reflection by similarities, but by the differences from the historical process. It was used the documental research, with descriptive and interpretative analysis features. From the empirical point of view, the study was delimited spatially in the two countries (Brazil and Portugal). The study population was composed by Policy Formation documents for higher and special education in both countries. With the theoretical references, was made the confrontation and analysis of all data found in the development of all the research, namely: deadlocks, barriers and notes for the theme in question. As a result, it was evidenced that the special education model proposed by hegemonic groups, through the public policies for the area, carries within, implications for education systems, for schools, for agencies of initial and continuing formation, as well as for formation policies. It is also a consensus that educational reforms, is increasingly gain an international character and this can be understand as a way to also globalize this sector. Thereby, teacher formation has been a root in all countries, as a way to highlight the importance of educational performance for economic growth -which in theory depends on the performance of education professionals. Regarding the formation for Special Education, the fact is that it is not mentioned in the educational debate at the Bologna Process. The gap between education and special education represents, in our understanding, to be the first and most important discrimination, preventing this type of education to discuss its educational praxis, by placing itself into a secondary category, that upon later subtly protrude all the others discrimination -for example, the civil, legal, labor and cultural.

Higher education institutions have a constitutional obligation to provide reasonable accommodation to students with disabilities. Although the teaching and learning of students with blindness and low vision in STEM disciplines are well documented abroad, to date, there are no published studies in South Africa on successful teaching and learning strategies for students with blindness and low vision in STEM fields, specifically in science disciplines. Therefore, in this paper, we report on how teaching, learning, and assessment were adapted to make science disciplines accessible to John, a blind student enrolled in a biological sciences degree at a research-intensive university in South Africa. Several factors contributed towards the successful completion of John’s bachelor’s degree. These factors include the availability of tutors who committed a large amount of time to help John understand content presented in lectures, tutorials, and practical sessions; a well-resourced and effective Disability Unit; lecturers who ensured that John was well accommodated in lectures, tutorials, and practical sessions; and, finally, John’s commitment and dedication towards learning.Significance: This is the first study to report on successful teaching and learning strategies for a blind student in the natural sciences in the South African context. The study provides a guide that scholars, educators, university managers and policymakers can use to ensure that mathematics and science subjects are accessible to blind students and that teaching strategies allow them to perform to their potential.

This study critically examines the accessibility and usability of assistive technology tools used by visually impaired and blind students in English language learning at undergraduate level. Semi-structured interviews were conducted with 12 students to evaluate the efficacy of four key assistive technologies: Braille, screen readers, tape recorders, and computer software. It can be concluded that these tools have a positive influence on the participants' studying English, JAWS screen reader softwares was mostly used as they are considered to be the most user-friendly. The findings of this study also revealed that there is still a need for these available tools to improve in the design and compatibility. Out of the 12 participants 7 reported using Braille in conjunction with the computer softwares. The study addresses the issues of usability and accessibility in the context of English language learning for the visually impaired and blind undergraduate students. In summary, the study contributes valuable, evidence-based insights in the role of assistive technology tools for the development of inclusive, effective, and equitable education practices for the visually impaired and blind undergraduate students studying English language.

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

Visually impairment means partially or completely blind. Students with visual impairments face several structural and attitudinal barriers when entering higher education. External factors have been identified as contributing to the academic success of visually impaired and blind students. These include social support and university student services, family support and faculty support. Emotional support from family members contributes to the academic achievements of visually impaired students. The study’s objective is to investigate the challenges and experiences of students with disabilities with specific reference to blindness and visual impairment at tertiary institutions and find possible solutions. The rationale behind the study is to address self-confidence, the stigma of society and improve society’s understanding of the visually impaired and the blind. The article outlines the role of the theoretical framework in the social inclusion of students with disabilities in higher education institutions. The article aims to use the conceptual approach to investigate the challenges of students visual impairment and blindness. It will rely heavily on secondary data. The main findings presented in this study are the challenges faced by the impaired and blind students, which are financial challenges, social stigma, accessibility, peer acceptance, language challenges of visually impaired students, lack of clear policies on inclusive education and mechanisms that will remedy the challenges of students with disabilities in higher education institutions. The South African government‘s strategic policy framework on people with disability at Higher Education Institutions recommend a critical analysis of current institutional policies that identify gaps regarding people with disabilities. The analysis includes the needs of people with disabilities in their annual action plans. It also comprises institutional infrastructure and programmes to include people with disabilities. The study concludes with the statement of the research problem, the summary of key arguments and findings, a short discussion of the implications of the research and the study’s recommendations.