Distance Education for Master's Students with Visual Impairments: Technology and Support

Cain, Hal M.; Merrill, Zandria

doi:10.1177/0145482x0109500909

Cited by 8 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a research examining the views of individuals with VI relative to the accessibility of online educational tools, 60% of the respondents declared that their experience using assistive technology to access these tools has ranged between “no successful use/access,” “unreliable/inconsistent,” and “doable with patience/effort” (American Foundation for the Blind [AFB], 2008). That is the reason why students with blindness may prefer tools that are accessible, such as teleconference, over more sophisticated tools that are incompatible with the assistive technology they normally use (Cain & Merrill, 2001).…”

Section: Introductionmentioning

confidence: 99%

Readiness of individuals with visual impairments for participation in distance education

Koustriava

2021

British Journal of Visual Impairment

View full text Add to dashboard Cite

Individuals with visual impairments (VI) may face difficulties fitting in a distance education (DE) program mainly because of accessibility issues and a pervading lack of readiness. The main question was which difficulties and, specifically, which specific aspects of participants’ readiness could jeopardize their attendance in a DE program. The aims of this study were to examine the readiness of individuals with VI for participation in DE and the possible relationships between participants’ readiness for participation and their personal characteristics. A 42-item questionnaire has been developed to examine readiness for participation through five sub-scales referring to motivation, skills, self-management, interaction, and access to technological means (including means of assistive technology). The findings revealed a slightly positive degree of readiness as far as participants’ motivation, perception of their skills, and self-management are concerned and an approximate neutral degree of readiness regarding the aspects of interaction and access to technological means in the context of a DE program. The greater the educational level and the frequency of computer usage, the more positive the readiness for participation.

show abstract

Section: Introductionmentioning

confidence: 99%

Readiness of individuals with visual impairments for participation in distance education

Koustriava

2021

British Journal of Visual Impairment

View full text Add to dashboard Cite

show abstract

“…The texts were processed through content analysis and organized by categories according to the type of publication and type of study objects, which are presented in the results section. Empirical articles [30] PubMed [31] Eric [32] WOS [33] Scopus, WOS [34] PubMed, Scopus, WOS [35] Scopus [36] Scopus, WOS [37] IEEE, Scopus [38] Scopus Teacher centered [39] Eric [40] Scopus [41] Scopus Prototypes and design [42] IEEE [43] IEEE [44] PubMed, WOS [2] PubMed Systematic and policy reviews [26] Scopus, Eric [45] Scopus [46] Scopus [47] WOS [48] PubMed [49] IEEE…”

Section: Search Proceduresmentioning

confidence: 99%

“…It was possible to identify in the sample one article on primary education [29], two articles on secondary education [30] and two on vocational or pre-university education [31,32], two of higher education [33,34], and finally, a case study that retrospectively addressed all educational levels [35]. Initially and independently of the results obtained, these magnitudes reveal a low scientific productivity in each of the educational levels addressed from empirical research.…”

Section: Student-centered Studiesmentioning

confidence: 99%

“…As the academic trajectory of people with special educational needs becomes more complex, assistive technologies in distance education also play a role in balancing opportunities to participate in courses based on the creative and functional use of the means of communication available at the time [33]. Similarly, the translation of academic content whose broad level of abstraction but limited level of representation requires compensatory mechanisms allows students with disabilities to access alternative representations of knowledge [34].…”

Section: Higher Education and Adult Trainingmentioning

confidence: 99%

See 1 more Smart Citation

What Is Known about Assistive Technologies in Distance and Digital Education for Learners with Disabilities?

Sánchez,

Reyes-Rojas,

Alé-Silva

2024

Education Sciences

View full text Add to dashboard Cite

Distance education and the development of assistive technologies represent a possibility of balancing the access and participation of people with special educational needs in learning experiences and participation in society. This study is aimed at finding out what is known about distance education mediated by assistive technology based on an analysis of the characteristics of scientific production. Through a review of the literature, the sample content is analyzed, culminating in trends that point towards the autonomy and independence of this people, the need for accommodation and accompaniment in a scenario of permanent technological change, initial training and continuing education of inclusive education teachers, as well as collegiate participation between professionals, community, and family in the design of training courses and technologies for people with special needs. The results reveal limited scientific productivity at all educational levels, with greater use of technologies to assist visual and hearing disabilities. The trends emphasize autonomy, Universal Design for Learning, and the challenges of technological adaptation. Findings are discussed and synthesized with the purpose of informing policy makers, researchers, and school communities.

show abstract

“…It should be noted that distance education or online learning in the twenty-first century and the Fourth Industrial Revolution (4IR) are driven by technology. "This is especially true as technology rapidly advances and more individuals with disabilities avail themselves to technology-mediated and distance education opportunities" [17].…”

mentioning

confidence: 99%

Assistive technologies as an ODeL strategy in promoting support for students with disabilities

Ditlhale

Johnson

2022

TAD

View full text Add to dashboard Cite

BACKGROUND: Students studying in the higher education system face multiple challenges, such as meeting the minimum requirements for enrolling in a programme, securing tuition fees and adapting to new teaching and learning styles, whilst also coping with minimal support. The challenges are more profound for students with disabilities (SWDs) who must progress and emerge triumphantly as graduates, despite their unique and special needs. OBJECTIVE: By relating the personal experiences of SWDs, this article examines the different types of support they need as they commence their studies in higher education institutions, as well as throughout their journeys. METHODS: The study adopted a qualitative multiple case study research design in which the approaches of public and private high schools in handling SWDs were compared with the experiences of SWDs at a higher education open distance e-learning institution. RESULTS: The findings revealed that the use and availability of assistive technology devices were more pronounced at the school level than at the ODeL institution. The SWDs expressed their frustrations and reported more struggles with their studies at the ODeL institution than they had experienced at school level. CONCLUSION: The SWDs in the study provided some potential improvements that could be implemented by ODeL institutions in addressing their needs and in providing support, whilst also emulating the best practices implemented at high school level.

show abstract

Distance Education for Master's Students with Visual Impairments: Technology and Support

Cited by 8 publications

References 0 publications

Readiness of individuals with visual impairments for participation in distance education

Readiness of individuals with visual impairments for participation in distance education

What Is Known about Assistive Technologies in Distance and Digital Education for Learners with Disabilities?

Assistive technologies as an ODeL strategy in promoting support for students with disabilities

Contact Info

Product

Resources

About