Audio Description on Instagram: Evaluating and Comparing Two Ways of Describing Images for Visually Impaired

Marques, João Marcelo dos Santos; Valente, Luiz Fernando Gopi; Ferreira, Simone Bacellar Leal; Cappelli, Cláudia; Salgado, Luciana Cardoso de Castro

doi:10.5220/0006282500290040

Cited by 13 publications

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“…Generally speaking, digital testing or TEA offers possible task and test administration procedures that may include adaptations for different SWFD by providing different access means. One of the advantages of digital educational contexts is that they facilitate multimodal environments in which different communicative modes-visual, audio, written, video, etc.-may be used as the means of access in a given task, and tasks can be accommodated to specific needs [19][20][21].…”

Section: The Syntagmatic Paradigm Of Functional Diversity In Higher Educationmentioning

confidence: 99%

Multidimensional Networks for Functional Diversity in Higher Education: The Case of Second Language Education

Cubillo¹

2020

Second Language Acquisition - Pedagogies, Practices and Perspectives

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This chapter provides a theoretical approach to the multidimensional relationship of the student with functional diversity with his/her own educational and sociocultural context. Inclusion is a key issue in a foreign language classroom where the ability to communicate is of paramount importance. Students with different special needs are bound to find challenges in those language skills that pose problems related to their functional diversity. In order to address these challenges, higher education institutions need to organize multidimensional networks that pay attention to the different stages, events, and situations of the educational process. Furthermore, the ability to communicate that students with functional diversity develop in the foreign language classroom may become an instrumental competence that will become useful for other subjects as well as to respond to daily life challenges. The theoretical model proposed here acknowledges that there are two paradigms that coalesce into a defined educational model. On the one hand, the syntagmatic paradigm ensures that subjects offered in the educational programs are designed bearing in mind the needs of students with functional diversity and are flexible enough to accommodate those needs. On the other hand, the organizational paradigm relates the needs of the students and their teachers to institutional services and protocols.

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Section: The Syntagmatic Paradigm Of Functional Diversity In Higher Educationmentioning

confidence: 99%

Multidimensional Networks for Functional Diversity in Higher Education: The Case of Second Language Education

Cubillo¹

2020

Second Language Acquisition - Pedagogies, Practices and Perspectives

View full text Add to dashboard Cite

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Deep Learning Approaches for Socially Contextualized Acoustic Event Detection in Social Media Posts

Hajihashemi,

Gharahbagh,

Ferreira

et al. 2024

Lecture Notes in Networks and Systems

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Challenges and opportunities to improve the accessibility of YouTube for people with visual impairments as content creators

Seo

Jung

2021

Univ Access Inf Soc

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Audio Description on Instagram: Evaluating and Comparing Two Ways of Describing Images for Visually Impaired

Cited by 13 publications

References 0 publications

Multidimensional Networks for Functional Diversity in Higher Education: The Case of Second Language Education

Multidimensional Networks for Functional Diversity in Higher Education: The Case of Second Language Education

Deep Learning Approaches for Socially Contextualized Acoustic Event Detection in Social Media Posts

Challenges and opportunities to improve the accessibility of YouTube for people with visual impairments as content creators

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