Search results

1 – 10 of over 4000
Book part
Publication date: 10 June 2015

Frances Mary D’Andrea and Yue-Ting Siu

For students who are blind or visually impaired, technology enables greater access to the educational curriculum, immediate and independent access to information, and full…

Abstract

For students who are blind or visually impaired, technology enables greater access to the educational curriculum, immediate and independent access to information, and full participation in community and citizenship. This chapter reviews research on technology use by students with visual impairments, and highlights effective practices, promising developments, and ongoing challenges. The authors discuss the implications of these advancements on policy, instruction, professional development, and future research.

Details

Efficacy of Assistive Technology Interventions
Type: Book
ISBN: 978-1-78441-641-6

Keywords

Book part
Publication date: 24 October 2016

Stacy M. Kelly

This chapter outlines the progression in the development of educational settings and services for students with visual impairments over the past several hundred years. Information…

Abstract

This chapter outlines the progression in the development of educational settings and services for students with visual impairments over the past several hundred years. Information is provided that explains how the education systems have advanced to the present state for students who are blind or have low vision. An explanation of the professionals who support the unique disability-specific needs of students with visual impairments in inclusive settings is also presented. This chapter concludes with a discussion of current issues related to the inclusion of students with visual impairments including personnel shortages, technological developments, and unemployment rates.

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

Keywords

Article
Publication date: 13 March 2019

Keyonda Smith and Sandra Schamroth Abrams

The purpose of this paper is to explore the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the…

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Abstract

Purpose

The purpose of this paper is to explore the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the American Disabilities Act (ADA) of 1990. More specifically, this paper focuses on gamification, considers the needs of all learners, including those who identify as disabled, and raises important inquiries about equity and access to technological instructional materials.

Design/methodology/approach

Juxtaposing Kapp’s (2012) nine elements of gamification with aspects of accessibility, this paper conceptualizes the challenges and possibilities associated with gamified instructional approaches.

Findings

This paper examines gamification in light of potential barriers that exist as disabled learners navigate online courses that include one or more of the following aspects of gamification – game-based, mechanics, aesthetics, game-thinking, engage, people, motivate action, promote learning, and solve problems. Notably, online courses enhanced with gamification elements present potential access barriers and challenges to learners who identify with auditory, cognitive, neurological, physical, speech, or visual disabilities.

Research limitations/implications

This paper initiates an important discussion, and as such, it incepts additional investigations into supporting differently abled learners.

Practical implications

By examining gamification through the lens of accessibility, this paper contributes yet another perspective of teaching, learning, and instructional design.

Originality/value

In addition to socio-economic factors that may preclude one from engaging in a digital play, there is a larger question of how, if at all, gamification is accessible to learners with auditory, cognitive, neurological, physical, speech, or visual disabilities or impairments. This paper raises important questions for educators, education researchers, and game and instructional designers alike to ensure ubiquitous access to gamified digital materials in general, and online, gamified materials in particular.

Details

The International Journal of Information and Learning Technology, vol. 36 no. 2
Type: Research Article
ISSN: 2056-4880

Keywords

Book part
Publication date: 25 July 2019

Ashiya Abdool Satar

This chapter presents a case study of the University of South Africa (Unisa), an Open Distance and e-Learning (ODeL) institution, to highlight the innovative strategies the…

Abstract

This chapter presents a case study of the University of South Africa (Unisa), an Open Distance and e-Learning (ODeL) institution, to highlight the innovative strategies the university adopts to create inclusive learning spaces for students with hearing and visual disabilities and impairments in an ODeL environment. In doing so, this chapter first highlights the obstacles that students with hearing and visual disabilities and impairments face in the higher education sector in South Africa in general, and then closely examines the challenges these students face within a distance-learning context, with particular reference to the post-apartheid era. Subsequently, the discussion steers towards the specific context of Unisa and the approaches embraced by its Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) to create an inclusive learning environment for these students. A close examination of the various sound and audio formats, as well as support services for documents in Braille, for example, for students with visual impediments and a discussion of the support systems, such as sign language interpretation, among other support structures, for students with hearing difficulties are then put forward. The chapter concludes with a discussion of the ethical issues associated with the use of assistive devices and other support structures for these students, before putting forth recommendations, and making suggestions for possible future studies.

Details

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-065-9

Keywords

Book part
Publication date: 17 September 2018

Ana Lúcia Manrique and Geraldo Eustáquio Moreira

Few people with special educational needs (SEN) had access to higher education in Brazil until the 1980s, mainly due to their lack of access to basic education and a lack of…

Abstract

Few people with special educational needs (SEN) had access to higher education in Brazil until the 1980s, mainly due to their lack of access to basic education and a lack of specific public policies for this population. It was only in 2003 that the Brazilian government implemented strategies for the dissemination of the factors referring to inclusive education. The objective was one of the support for the transformation of educational systems into inclusive educational systems. As these policies are recent; few studies have been carried out in Brazil. According to Brazilian statistical data, the number of enrollments connected to special education in regular basic education classes, in 2015, was almost 751,000 students, while in higher education in diverse graduation courses the number was 38,000. In this sense, this chapter aims to unveil and discuss Brazilian public policies for the access and permanence of SEN students in higher education. Reflections will also be presented related to the evolution of the number of enrollments of students with specific SEN (visual, physical, hearing, and intellectual) in basic and higher education, as well as the implementation of public policies focused on this population in a Brazilian context.

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

Keywords

Book part
Publication date: 3 February 2023

Sofia Almeida and Susana Mesquita

This research is about the evaluation of organizational risks in the hospitality sector, using the experience of a guest with visual impairments. The objectives of this research…

Abstract

This research is about the evaluation of organizational risks in the hospitality sector, using the experience of a guest with visual impairments. The objectives of this research are to (1) identify if the previous expectations of a guest with visual impairments trip will be exceeded in the final; (2) classify organizational risks in the hotel sector; (3) verify if there are direct impacts on the travellers' future behaviour, such as destination recommendation and intention to return to the destination. Despite of the fact that organizational risks are composed by transport, hospitality and tourism attractions (tourism players can jeopardize the success of a travel experience), this research will only focus on the hospitality sector. To assure the achievement of the referred objectives, a case study will be used based on the analysis of the experience of a Portuguese guest with disabilities, who traveled alone, around Europe, with a guide dog. His expectations, constraints and risks will be analysed through a deep-depth interview, in which questions are organized from the literature review. Finally, it is expected that this exploratory research helps to find new avenues for the study of organizational risks, more precisely, hospitality risks for disabled people.

Book part
Publication date: 16 September 2014

Md. Saiful Malak

This chapter provides a comprehensive description of special education in Bangladesh. It begins with the early origins of special education and then proceeds with definitions of…

Abstract

This chapter provides a comprehensive description of special education in Bangladesh. It begins with the early origins of special education and then proceeds with definitions of and prevalence of current disabilities in Bangladesh. This section is followed by governmental policies and legislation related to the right to education for all students with disabilities. Next, educational intervention methods are delineated along with a description of governmental special schools and teacher training and preparation of special educational professions. Early intervention practices and working with families is also discussed. The chapter ends with the progress that Bangladesh has made and the challenges that remain.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 16 September 2014

Turki A. Alquraini

The purpose of this chapter is to provide a comprehensive view of special education in the Kingdom of Saudi Arabia. The chapter starts with the origins and attitudes of the Saudi…

Abstract

The purpose of this chapter is to provide a comprehensive view of special education in the Kingdom of Saudi Arabia. The chapter starts with the origins and attitudes of the Saudi citizens regarding persons with special needs. Next the chapter examines trends in legislation and litigation pertaining to persons who are disabled which led to the government’s passage of Regulations of Special Education Programs and Institutes (RSEPI) in 2001. The RSEPI regulations were modeled after the United States 1997 Individuals with Disabilities Education Act (IDEA). Included in the discussion of the RSEPI is a delineation of the Disability Code which is comprised of 16 articles. The author also provides information on prominent educational intervention employed in the Kingdom as well details about the preparation of paraprofessionals and special education teachers. The chapter concludes with the special education progress that has occurred since the passage of RSEPI.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 7 January 2019

Stacy M. Kelly

This chapter outlines the role of vision-specific service providers for young children with visual impairments. The responsibilities of teachers of students with visual

Abstract

This chapter outlines the role of vision-specific service providers for young children with visual impairments. The responsibilities of teachers of students with visual impairments (TVIs) and orientation and mobility (O&M) specialists in special education programming for young children with visual impairments are overviewed. Basic information about the signs and symptoms of eye conditions that commonly occur during the early childhood years are presented. Commonly used assessments and instructional methods for working with young children who are visually impaired are discussed. Additionally, there is an emphasis on the critical aspect of family involvement during these early childhood years and suggested resources are provided.

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

Keywords

Book part
Publication date: 28 January 2011

Stacy M. Kelly and Christine Clark-Bischke

Defined functionally, having low vision can mean the inability to read newsprint even with best correction (when wearing conventional eyeglasses or contact lenses) (Maino, 1993)…

Abstract

Defined functionally, having low vision can mean the inability to read newsprint even with best correction (when wearing conventional eyeglasses or contact lenses) (Maino, 1993). Other functional definitions of low vision refer to a loss of vision that may be severe enough to hinder an individual's ability to complete daily activities such as reading, cooking, or walking outside safely, while still retaining some degree of useable vision. Low vision is decreased visual performance that prevents performance to full capacity compared with a typically sighted person of the same age and gender. It may be a consequence of reduced acuity, abnormal visual field, reduced contrast sensitivity, or other ocular dysfunction (Faye, 1984). This definition includes people who are legally blind and those who have a more significant amount of remaining vision.

Details

History of Special Education
Type: Book
ISBN: 978-0-85724-629-5

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