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The purpose of this paper is to understand the perception of visually impaired undergraduate students about the digital environment in their institutions and develop an online information system suiting their requirements.

A survey was conducted on undergraduate students enrolled in ten colleges of the University of Delhi. A total of 95 visually impaired students were interviewed individually. Data collected from the respondents were analyzed and interpreted using simple percentage method and is presented in the form of figures.

The study found that maximum (35.8 percent) respondents access online electronic resources daily. Major constraints faced by them are as follows: inaccessibility of the college notice board, lack of accessibility to existing facilities and resources, lack of assistive technology facilities and unavailability of readers and writers. In total, 51.6 percent respondents indicated that it is cumbersome to access the college website because they are not designed according to the accessibility standards developed for visually impaired students. The respondents also revealed that they are not very familiar with useful devices like Vachak (Hindi Reading Device), SARA CE, Lex (Scanner for Hindi Script). The major reason cited by them is the lack of training and non-availability of trained staff.

DigitVaran contains course contents of the University of Delhi. Course contents of other Universities are not included. However, it is expected that contents related to the syllabi of other universities would be added in future.

The study will help visually impaired students to get the desired course contents conveniently. In addition, librarians of other universities can utilize the findings of the study to develop a comprehensive digital environment for visually impaired students. The study can be helpful in the assessment of digital infrastructure and services to visually impaired students by National Assessment and Accreditation Council and other funding agencies.

The study developed an information system DigitVaran to assist visually impaired undergraduate students in India. The system will help them to access the study materials and make aware of various extracurricular activities of the institutions.

This study aims to comprehend the perceptions of visually impaired users in development of information systems in Indian universities. This will help higher educational institutions in India to fulfil information requirements of visually impaired users.

A twofold method was used in the study: survey of visually impaired students in four universities; design and development of an online information system for visually impaired (ISVI). A structured questionnaire was used for survey of visually impaired users in Indian universities. The questionnaire with 33 open-ended questions was distributed among 603 visually impaired users and 316 responses were received. Stratified sampling technique was used in data collection. Response rate was 52.4%. The received responses were analysed using Statistical Package for Social Sciences version 19 and presented through tables and figures.

Majority of respondents revealed that lack of content availability in vernacular language, poor information resources access mechanism, less volume of course content and poor maintenance of assistive software(s) and devices and non-standardized e-resources compatible with the assistive software(s) are some major inhibits faced. Majority of respondents revealed that they prefer scribes in examinations because use of assistive technology (AT) is time-consuming. Lack of training and confidence in using AT is another reason for preferring scribes in examinations.

This study was conducted on a limited number of visually impaired uses in Indian universities. Also, the online system ISVI contains a sample collection related to undergraduate courses only.

This study will help Indian universities to identify problems faced by visually impaired users. Findings of the study can help faculty members, decision-makers to understand the perspective of visually impaired. Besides this, the study can also help government agencies in formulating policies. Findings will help in developing robust information resources suiting the needs of visually impaired.

This study developed an online system ISVI (www.isvi.in) suitable to address the requirements of visually impaired students. Furthermore, it can guide policymakers, faculty members and information professionals in developing seamless open access information systems.

The study aims to understand the information services provided to visually impaired users in Indian universities. Further, the study identifies the nuances of information system for visually impaired (ISVI) development suitable to the requirements of the visually impaired community in Indian higher educational institutions.

A two-fold methodology was followed in the study: (1) empirical survey and (2) information system design and development. The empirical survey was conducted in Indian higher educational institutions wherein 316 responses were collected including 185 (58.5%) undergraduate and 131 (41.5%) postgraduate students. A stratified random sampling technique was used in data collection. Empirical study findings were further used as a basis for ISVI design and development for addressing the information requirements of visually impaired users.

The study found that 232 respondents (73.2%) access the Internet every day. “Surprisingly, 143 respondents (45.3%) revealed that no digital infrastructure is available in their institutions, while 173 respondents (54.7%) stated digital infrastructure is available. A total of 210 respondents (75.9%) highlighted that the interface of open access (OA) resources is not designed as per visually impaired (VI) students' requirements. information and communication technology (ICT) infrastructure is not up to the mark revealed as by 34 respondents (10.7 percent) and was rated ‘poor.’” A total of 268 respondents (90.2%) expressed that their institution should develop the information system to full their information needs.

The study is conducted in only one state in India due to financial hindrances. Visually impaired students studying in other states of India are not covered in the study, which may have different perception about the design and development of information system for the visually impaired.

An online ISVI is designed and developed under the study, which is accessible at http://www.isvi.in. Furthermore, the findings of the study may also be used by administrators of the higher educational institutions for building ICT infrastructure for visually impaired students.

No study has been conducted in Indian higher educational institutions for understanding the availability and preferences of information services to visually impaired tertiary students.

The role of the teacher of students with visual impairments and the role of the orientation and mobility specialist are presented and discussed in this chapter. Background information about the population of students who are visually impaired and their unique disability-specific characteristics is also provided to situate the role of vision specialists within the context of the population that they serve. The population of students served by teachers of students with visual impairments and orientation and mobility specialists is incredibly diverse. Vision specialists enable students who are visually impaired to overcame barriers and create educational successes within the Common Core and Expanded Core Curriculum. The Expanded Core Curriculum is an additional set of disability-specific skills and a framework used in the planning, instruction, and assessment of student learning. Vision specialists work closely with parents and school professionals to adapt the educational environment and support their students.

Students who are visually impaired (i.e., those who are blind or have low vision) need information and advice specific to their needs when they are in the process of making the transition from the school years to their adult lives. This chapter outlines disability-specific needs, instructional strategies, school professionals involved in teaching children who are visually impaired, and recommended resources for this population of students who are visually impaired with and without additional disabilities. Instructional supports for learners who are visually impaired during the transition years and many years in advance of the transition years are explicitly explored. The heterogeneous nature of the population of students with visual impairments and the long-standing, high unemployment rate are additional discussion points presented within this chapter for specific consideration.

This chapter discusses the elements of interventions provided to students who are visually impaired within the context of past instructional advancements still in effect today and current instructional advancements preparing the field for tomorrow. Disability-specific interventions and the theoretical framework that encompasses the unique areas of instruction for students with visual impairments are described. Important additional considerations of interventions for students with visual impairments are presented. Needs of students who are visually impaired, alignment with state standards, management of limited instructional time, and shortage of qualified specialists who teach students with visual impairments are examples of significant matters to be considered for effective instructional practice in present-day classrooms.

Discusses various strategies for the provision of library and information services to visually impaired students in Tanzania. Considers the benefits and problems associated with each strategy and proposes steps to ensure that the highest priority is given to service quality and the care of users.

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.

The purpose of this paper is to determine the state-of-the-art assistive technologies (ATs) developed for people living with visual disability and those that are used in academic libraries around the world as a way of proffering solution to the challenges faced by visually impaired students in accessing information.

The data used for this paper were derived from website of companies that specialize in ATs for people living with disability and the library website of the top 14 universities in the world based on the 2020 QS world ranking of universities.

This study found that foremost academic libraries in the UK and the USA have integrated various ATs into library services as information access mechanism for students living with visual impairment. The study found that the most commonly used screen reader software is the Job Access With Speech (JAWS). The study also found that one of the institutions has a mission statement on their website, clearly stating support for people living with disability.

This study was conducted using only the 2020 QS world ranking of universities. It would be interesting to see results of academic libraries from Africa based on their ranking.

The paper provides highlights on trends that may inform academic libraries in the quest to providing ATs for students living with visual impairments. This paper may assist academics libraries who are at the brink of decision-making on use of ATs as information access mechanism to the visually impaired students.

This paper is the first to provide librarians with ideas and innovations on specific ATs used by leading academic libraries in the world.

Assessment techniques for students with visual impairments (that is, those who are blind or have low vision) are designed to meet their unique learning needs. Considerations for assessment both within the general curriculum and expanded core curriculum (ECC) for students with visual impairments are presented. The roles of educational team members are discussed, especially as related to special education service providers trained to teach students with visual impairments. The heterogeneous nature of the population of students with visual impairments and the importance of assessment as a collaborative process are additional discussion points presented within this chapter for specific consideration.