Visually Impaired Students Research Articles

Educational options, difficulties, and barriers for vision, hearing, and mobility impaired persons living in Bangkok

Abstract Widening educational inequality can easily be made by dismissing the problem holistically and not noticing diversity among each group of disabled people. This research aims to strive for an in-depth understanding of the entire educational experiences in integrated education and the significance of education for disabled people, through the voice of the vision, hearing, and mobility impaired living in Bangkok, Thailand. The research aims to answer the following objectives: (i) factors related to Thai parents’ decision-making in choosing the type of school for their disabled children; (ii) problems occurring in the Thai integrated educational system for vision, hearing, and mobility impaired students regarding challenges, obstacles in certain subjects, and negative social attitudes that pertain to education; (iii) perceptions on what the Thai education system lacks; and (iv) importance of education in the lives of disabled Thai people. A variety of ethnographic methodology, namely, participant observation, in-depth interviews, and focus group interviews were employed in order to capture the relevant and repeated emerging themes of the findings.

E-LEARNING FOR THE VISION IMPAIRED: A HOLISTIC PERSPECTIVE

Problems faced by vision impaired students are different from those experienced by sighted students. Most e-learning environments are designed for sighted students, utilizing complex visual images and interactive features; however students with acute vision impairments are not able to utilize these features and must rely on applications to translate the contents of screen displays and documents into forms that are accessible. Learning environments for people with physical disabilities need specific considerations in design and implementation to ensure their appropriateness and accessibility. This paper initially discusses specific problems faced by students with acute vision impairments and how e-learning environments need to address these problems in order for the student to achieve the same learning outcomes as sighted students. A brief outline of the research method is followed by a description of the holistic model proposed for accessible e-learning environment design. To cite this document: Ruchi Permvattana, Helen Armstrong, and Iain Murray, "E-learning for the vision impaired: A holistic perspective", International Journal of Cyber Society and Education, Vol. 6, No. 1, pp. 15-30, 2013. Permanent link to this document: http://dx.doi.org/10.7903/ijcse.1029

Inclusion of Children with Visual Impairment in India

The Right to Education (RTE) Act is anchored in the belief that availability of equal educational opportunities to children belonging to different social and economic background will reinforce the idea of equality enshrined in our constitution, and ensure that children are not discriminated on the basis of social or economic background or any such criteria. Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme under RTE Act for achieving the universalization of elementary education. Since its launch in 2001, SSA has infused substantial new resources into India’s elementary education. But current schools are not delivering what is expected of them. Many NGOs initiated training and empowering students with visual impairment (VI) along with Government initiatives through SSA in Gulbarga in the state of Karnataka in India. A retrospective research was conducted in Gulbarga to find out the status of inclusive education of primary, middle and high school students with VI. The research included 12 students randomly selected from different schools: 6 were from Gulbarga Taluka where IEFs (integrated education facilitators) were providing support to VI students studying in IE schools, and 6 from Sedam Taluka where only SSA IERTs (integrated education resource teachers) were providing support to the IE schools with VI students. A qualitative approach was adopted and students with VI, their class teachers, resource teachers, principals, parents, siblings, and grandparents were interviewed. This research presents the current status of inclusive education in India with a focus on children with visual impairment in Gulbarga. The research findings highlighted an urgent and imperative need for making structural changes in the policies for implementing inclusion.

Optical Needs of Students with Low Vision in Integrated Schools of Nepal

To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Almost 78% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7% whereas near vision could be improved in 41.1% students. Optical intervention provided improved vision in 48.2% of students who were learning braille. Only 34.8% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device.

I-Math: Automatic math reader for Thai blind and visually impaired students

We propose an automatic math expression reading system, called i-Math. i-Math is an educational tool, for blind and visually impaired (VI) students, to facilitate access to math materials. Although blind and VI students can access math documents/materials via many channels, e.g., human reader, math Braille codes, and audio (talking) books, these channels have limited availability. i-Math was designed to be an automatic reading aided tool and also a math learning and teaching tool for both students and teachers. i-Math operated with screen reader produce voice output on a computer. i-Math can read math documents aloud. Students can enjoy their newfound ability to read and practice math anytime and anywhere with i-Math while teachers can prepare their classroom handouts, assignments and exercises in audio version conveniently.The evaluation of i-Math was conducted with 78 blind and VI students and six teachers. The evaluation results indicate that math materials can be easily accessible to blind and VI students through i-Math and then, they can independently and comfortably study and practice their mathematics.

Perceived Challenges Faced by Visually-impaired Students in Open and Distance Learning Centres in Zimbabwe

KEYWORDS Challenges. Open and Distance Learning Institutions. Visual Impaired Students. Zimbabwe ABSTRACT The main aim of this study was to determine perceived challenges faced by visually-impaired students in Open and Distance Learning centres in Zimbabwe. A descriptive survey approach was used in this study. A purposive sample of 102 students with visual impairments in 5 ODL tertiary institutions in Zimbabwe was used in this study. Data were collected using questionnaires and interviews. Quantitative data were analysed using percentages and qualitative data were analysed using themes derived from research questions. The study found that ODL modes of delivery were exclusionary in nature and lacked suitable facilities catering for students with disabilities. Implications of the findings are presented in detail in the study.

Teaching introductory statistics to blind students

AbstractThe challenges of learning statistics, particularly distributions and their characteristics, can be potentially monumental for vision impaired and blind students. The authors provide some practical advice for teaching these students.

Learning by E-Learning for Visually Impaired Students: Opportunities or Again Marginalisation?

In recent years, e-learning has become a valuable tool for an increasing number of visually impaired (VI) learners. The benefits of this technology include: (1) remote learning for VI students; (2) the possibility for teachers living far from schools or universities to provide remote instructional assistance to VI students; and (3) continuing education for VI adults. A number of studies confirm that VI students appreciate the advantages of e-learning systems, but they also have to face several challenges in pursuing their education through the e-learning mode. E-learning can be a valuable opportunity for VI users if suitable education methods and appropriate technologies are used. Hence, it is crucial to identify the needs and requirements of the target community in order to create a system that fulfils their expectations. This article describes the experiences of Indian VI learners with e-learning, throws light on the problems often encountered by them when using assistive technology and proposes guidelines for designers in order to develop more accessible e-learning systems.

Digital library services for visually impaired students: A study of the University of Karachi

The aim of this study was to identify the digital library services for visually impaired (VI) students, studying in the University of Karachi. The VI students have the same information needs as that of sighted people but digital information services are not available for them. The VI students have been facing problems in searching information on the internet because they can not use computer and internet without the support of a helper or some specific software or hardware. The researchers collected data by interviewing VI students. The findings show that the VI students had a keen interest in using digital information through digital libraries because they were aware of the importance and usefulness of digital information and wanted to get benefit of that in their education.

Niewidomy student anglistyki i jego wykładowca: potrzeby, wyzwania, techniki

It is generally postulated that visually-impaired students should be in-volved in mainstream study programs, along their sighted co-students. In the context of English Philology, this means that lecturers need to adapt their tutorials, their teaching aids, their techniques and general attitude. It is advocated here that it can be done even when lecturers are not trained in the field of SEN. The success of their students depends largely on the lecturers resourcefulness and creativity, as well as on their willingness to devote extra time to meeting the needs of such students.

Science Activity to Provide a Visual Impairment Experience for Students to Better Understand toward Visually-impaired Students

Science Activity to Provide a Visual Impairment Experience for Students to Better Understand toward Visually-impaired Students

Advanced IT Education for the Vision Impaired via e-Learning

Lack of accessibility in the design of e-learning courses continues to hinder students with vision impairment. E-learning materials are predominantly vision-centric, incorporating images, animation, and interactive media, and as a result students with acute vision impairment do not have equal opportunity to gain tertiary qualifications or skills relevant to the marketplace and their disability. Due to its logical, rather than physical, nature IT help desk and network administration roles are ideal for people who are blind. This paper describes the development of a fully accessible e-learning environment to deliver advanced IT network curriculum to adults with acute vision disabilities. The components include a virtual classroom, accessible learning materials, a remote computer laboratory, and delivery of the learning materials by vision impaired instructors. Industry standard courses in advanced IT were redeveloped, and the accessible on-line learning environment was developed to deliver the courses. Vision impaired students who excelled in the pilot project were trained as instructors, gaining industry-standard instructor certifications. These instructors were used to assist with the design of accessible methods and delivered the materials to the vision impaired students.

The Development of an Accessible Learning Framework for Severely Visually-impaired Students in the Architectural Studio: a Case Study

This case study concerns a student whose visual impairment is sufficient to allow for registration as a blind person. It describes the problems raised and solutions found in providing the student with an accessible environment in a situation traditionally highly geared to visual means of communication, that is, the architectural studio.

Remote and local delivery of cisco education for the vision-impaired

Vision-impaired students face tremendous obstacles in their quest to access learning materials delivered in web-based and other electronic formats. The predominance of visual prompts, use of flash and animation and the inability of screen reading applications to interpret images all contribute to make much of the current e-learning materials associated with computing studies inaccessible by blind or vision-impaired students. This paper describes a university research project undertaken to improve the accessibility of Cisco e-learning materials for vision-impaired computing students.allThe network architecture which supports the delivery of the Cisco courses to both local and remote vision-impaired students is also presented.

MF144 視覚障害者向け情報付き立体地図(MF14 情報・コミュニケーション支援,あたり前のことを知る)

At the school for visually-impaired students, the means for them to study geography is considerably limited, and the teaching materials which can be used to learn various map information by tactile sensing are seriously demanded. In this presentation, to meet the demands, a new touch map system is proposed as a solution, which is composed of 3D geographical map, IC tags embedded at the specific locations in the map, a reader/writer device which is wearable at the nail on forefinger and can read the ID data in the IC tags with the finger touching the map, and a sound output system to read out various data and messages on specific locations by a speaker.

Elementary Undergraduate Mathematics Education for Visually-Impaired Students

Elementary Undergraduate Mathematics Education for Visually-Impaired Students

Hidden design: An inquiry into the design of inclusive building environments and digital interface design for the vision impaired

This study aims to answer the question of what can architects and electronic and computer engineers offer to people with vision impairment? This research project is being undertaken jointly at the Faculty of Architecture, Landscape and Visual Arts—University of Western Australia and the Department of Electrical and Computer Engineering at Curtin University of Technology. The study demonstrates the processes of architects and electronic computer engineers' work with vision impaired people. This research will examine how architects and electronic computer engineers meet the needs of the vision impaired within the area of learning environments. By being involved in a project for the creation of a revolutionary new building at the Association for the Blind of Western Australia and working under the supervision of an architect who has had over thirty years experience in the areas of aging and sensory loss, will assist in the study of how to meet the needs of vision impaired people in their building environments. Participation in the Cisco Network Academy Program with the vision impaired students at Curtin University will be vital and explain the different ways of learning and the interaction of vision impaired students with their educational technology. This will become a good source to experts in a variety of fields, who work with the vision impaired so as to be able to study their reaction to new technology.

Accessibility assistance for visually-impaired people in digital texts

The use and applications of new technologies in the education of the visually impaired have made substantial strides forward in recent years. New technology allows the visually impaired to enjoy better access to information, to read for themselves and, by extension, to improve their learning literacy. Nevertheless, despite the advances made in assistant technology, a number of problems have arisen in relation to the limited experience of both users and teachers in handling that technology. Teachers also need to take into account the diversity of characteristics of impaired vision in the visually-impaired population, taking steps to make the educational material available with effective colour contrast and in legible text. The aforesaid problems are even more severe for teachers in the regular classroom. This article describes the effective colour contrast and legible text required by visually-impaired students and presents a new tool, not intended merely to provide another form of computer access for the partially sighted, but to offer a means of education in the regular classroom.

A 3D Model of Double-Helical DNA Showing Variable Chemical Details

Since the first DNA model was created ≈50 years ago using molecular models, students and teachers have been building simplified DNA models from various practical materials. A 3D double-helical DNA model, made by placing beads on a wire and stringing beads through holes in plastic canvas, is described. Suggestions are given to enhance the basic helical frame to show the shapes and sizes of the nitrogenous base rings, 3′ and 5′ chain termini, and base pair hydrogen bonding. Students can incorporate random or real gene sequence data into their models. One example of a gene sequence, for the protein oxytocin, is given. Left-handed Z-DNA, as well as right-handed A-DNA and B-DNA models can be constructed. Aimed for use in high school science classes, it takes 2–3 hours to complete DNA models with 30 labeled base pairs. Photos of oxytocin models are included. The size of this sturdy model is appropriate for visually-impaired students to feel the helical shape and read the genetic code in Braille. This model is inexpensive so each student can make his or her own model. Model building reinforces the student’s understanding of how the components of DNA—the sugar, phosphate, and N-base rings—are positioned three dimensionally to form a double helix.

A school programme contributes to the environmental knowledge of blind people

The knowledge visually-impaired people have of the space around them is a subject of great interest to the scientific community. This article describes a school programme and the effect it had on the environmental knowledge of the school where it was carried out. A group of sighted students chose as a project to construct, with the author’s help, a tactile-visual model of the area around the school. The model was constructed entirely by the students in the group. This was followed by a study to investigate the environmental knowledge of the area represented in the model of, primarily, the visually-impaired students and, secondarily, of the sighted students. The first stage involved an investigation of the area before a reading of the model, and the second stage involved a repetition of the investigation after the students had studied the model. The article presents an analysis and comparison of the results of the two stages, together with a number of conclusions concerning the environmental knowledge of visually-impaired people.