Visually Impaired Learners Research Articles

Making Mathematics Accessible to Visually Impaired High School Learners in South Africa: Teachers’ Instructional Approaches, Assistive Devices and Challenges

ABSTRACT This case study explored the instructional approaches and assistive devices employed by high school mathematics teachers in teaching visually impaired (VI) learners and the challenges encountered by the teachers in facilitating the learners’ construction of mathematical knowledge. The participants were two high school mathematics teachers from a special school for the visually impaired in South Africa. Data was collected via semi-structured interviews and lesson observation. Inadequate skills in using Braille codes, time constraints, lack of learners’ home support structure, and technology failure are some of the challenges encountered by the teachers in teaching the VI learners. The approaches used by the teachers to teach mathematics to the VI learners in this study are direct instruction, contextual linking, scaffolding, peer tutoring, and problem-solving. The technologies the teachers used included text enlargers, text translators, text embossers, structure embossers, and scientific talking calculators. The study recommends in-service training for teachers teaching mathematics to

Trainers’ Qualifications in Competence Based Education and Training Implementation and Acquisition of Employable Skills Among Visually Impaired Learners in TVET Institutions in Kenya

The purpose of this study was to examine the extent to which trainers’ qualifications in CBET implementation influence the acquisition of employable skills among visually impaired learners in TVET institutions in Kenya. The study applied a mixed methods research design. The study targeted 2 principals, 20 heads of departments, 70 trainers, 150 visually impaired learners and graduates of Machakos Technical Institute for the Blind and Sikri Technical Training Institute for Deaf-Blind, 2 Ministry of Education officials in charge of TVET, Curriculum Development Accreditation and Certification Council officials, 3 Ministry of Labour officials, 10 members of civil society groups and 5 managers of industries. A census of the principals and trainers was taken while purposive sampling was used to sample the rest of the respondents. Primary data was collected using questionnaires, interview schedules, focused group discussion guide and observation checklists. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed using content analysis. The study established a shortage of trainers in most departments within the institutes attributable to continuous increase in learners with special needs and multiple disabilities and the requirement for one trainer per learner at a given time for learners with visual impairments. It was also established that quite a large number of trainers in the TVET institutions were not adequately equipped to implement the CBET approach with a particular focus on the visually impaired learners (VILs). The study further noted that the acquisition of employable skills among VILs was positively and significantly influenced by trainers’ qualifications in CBET implementation. The study concluded that trainers’ qualifications had considerable impact of level of the acquisition of employable skills among VILs. Keywords: Competence based education and training, employable skills, trainers’ qualifications, visually impaired learners. DOI : 10.7176/JEP/10-29-02 Publication date :October 31 st 2019

Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Programming can be challenging to learn and for visually impaired (VI) learners there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of strategies that have been employed in the quest to make learning to program accessible to VI learners. These can be broadly divided into the following categories; auditory and haptic feedback, making text-based langauges (TBLs) accessible, making block-based languages (BBLs) accessible and physical artefacts.A common theme among the literature is the difficulty VI learners have in gaining an understanding of the overall structure of their code. Much of the research carried out in this space to date focuses on the evaluation of interventions aimed at VI high-school and undergraduate students, with limited attention given to the learning processes of VI learners. Additionally, the majority of the research deals with (TBLs), this is despite the fact that most introductory programming courses for primary learners use (BBLs). Therefore, further research is urgently needed to investigate potential strategies for introducing VI children in primary education to programming and the learning processes involved.

Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians

This article discusses findings on schooling, pedagogy and notation in the life-experiences of amateur and professional visually-impaired musicians/music teachers, and the professional experiences of sighted music teachers who work with visually-impaired learners. The study formed part of a broader UK Arts and Humanities Research Council funded project, officially entitled “Visually-impaired musicians’ lives: Trajectories of musical practice, participation and learning”, but which came to be known as “Visually-impaired musicians’ lives” (VIML). VIML was led at the UCL Institute of Education, London, UK and supported by the Royal Academy of Music, London, and Royal National Institute of Blind People (RNIB) UK, starting in 2013 and concluding in 2015. It sourced “insider” perspectives from 225 adult blind and partially-sighted musicians/music teachers, and 6 sighted music teachers, through life history interviews and an international questionnaire, which collected quantitative and qualitative data. Through articulating a range of “insider” voices, this article examines some issues, as construed by respondents, around educational equality and inclusion in music for visually-impaired children and adults in relation to three main areas: the provision of mainstream schooling versus special schools; pedagogy, including the preparedness of teachers to respond to the needs of visually-impaired learners; and the educational role of notation, focusing particularly on Braille as well as other print media. The investigation found multifaceted perspectives on the merits of visually-impaired children being educated in either mainstream or special educational contexts. These related to matters such as access to specific learning opportunities, a lack of understanding of visually-impaired musicians’ learning processes (including accessible technologies and score media) in mainstream contexts, and concerns about the knowledge of music educators in relation to visual impairment. Regarding pedagogy, there were challenges raised, but also helpful areas for sighted music educators to consider, such as differentiation by sight condition and approach, and the varying roles of gesture, language, light and touch. There was diversity in musical participation of visually-impaired adult learners, along with some surprising barriers as well as opportunities linked to different genres and musical contexts, particularly in relation to various print media, and sight reading.

A Challenge: Teaching English to Visually-impaired Learners

There are many different types of learners, which teachers are expected to take into consideration while planning and delivering their lessons. Among them are those -the visually-impaired learners- who seek for their right to learn without any privileges. The purpose of this qualitative study is to picture the conditions of visually-impaired learners in their learning environment. It is based on the feedback received from unstructured in-depth interviews conducted with such learners and their teachers. The context of the study is the prep school of two foundation universities in Izmir, Turkey. The challenges both the students and teachers faced in their learning and/or teaching processes, their ways in overcoming these challenges and specific needs of the learners were discussed with respect to the teaching techniques and methods used, course materials provided and opportunities intended to enable them make the most of their learning and/or teaching. Verbatim content analysis was carried out using Weft QDA, a freeware program available on the Internet that has been developed to be used in qualitative studies. It is concluded that i. personality traits of the visually-impaired learners have a particular determination on the learning/teaching process, ii. even if they have a common impairment, they do have different habits/strategies for learning, iii. on behalf of the teachers, trial-error experiences had better be replaced with in-service trainings, and iv. inclusion of other actors (administrators, curriculum planners, classmates, families seem to be crucial for a holistic policy for the visually-impaired learners.

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.

Assistive Courseware for the Visually Impaired based on Theory of Multiple Intelligence and SECI Model

Problem statement: Courseware is one of the educational aids in teaching and learning process. Nowadays, courseware together with multimedia elements is utilized to ease learners in grasping knowledge. However, the courseware for Visually-Impaired (VI) is yet to be developed. Approach: This study discusses the development of Assistive Courseware (AC) for visually impaired learners based on Theory of Multiple Intelligence (MI) and also adapt knowledge spiral model. It explains how the AC delivers knowledge to VI learners. The phases, design and development methods involved in the research are outlined. Results: Results showed that the AC is fully equipped with the eight types of MI theory and the use of SECI model in transferring knowledge between AC and VI learners has been proven. Conclusion: The AC has been proposed for the VI learners and observed on their reactions. Overall, the VI learners were vary positive upon the AC and was excited to learn with the AC. Next step of the study is not only to report on the findings from observation, but also to experiment the prototype with VI learners in terms of cognitive implications using empirical data.

Developing ICT skills of visually impaired learners

The purpose of this study is to reveal problems that visually impaired learners (VIL) encounter during developing information and communication technologies (ICT) skills and to suggest solutions for these problems. In this qualitative descriptive case study research, 10 VIL examined in point of their ICT skills in Izmir, Turkey. The actions of VIL while using computer were captured by screen capture software and reviewed with regard to the skills. Besides, views of the VIL and their course trainers were evaluated in the study. The results showed that there is a necessity of regulations for VIL to develop their ICT skills.

Vsually-impaired students and university examinations

Providing a better education for visually-impaired learners is an objective pursued by many scientists and academics. Over the last few decades, in particular, the introduction of new technologies into education has created a number of innovative tools to assist in improving educational methods. One of the key areas where such innovations can be of use is that of the examination. This article examines the possibility of devising written examinations suitable to be taken by visually-impaired students. It presents the various advantages of written examinations and describes the construction of a tool allowing such exams to be taken by those with defective vision. Essentially the method involves the use of special computer programs combined with screen-reading software. Its greatest advantage is that users do not need any special knowledge and it can be easily employed by teachers at any level. Of equal importance is that it is fully adapted to the special features and needs of visually-impaired people.