Experiences of Students with Visual Impairments in Canadian Higher Education

Reed, Maureen J.; Curtis, Kathryn

doi:10.1177/0145482x1210600704

Cited by 52 publications

(54 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Assistive technology should be put in place in order to make students access assessment related information in the same way as their normal sighted counterparts. It (assistive technology) allows visually impaired students to use Internet, talking maps, digital cameras like flipper and screen reading software [52,53]. All these technological devises and software enable visually impaired students to adjust the font size of text to suit their conditions.…”

Section: Technology From An Intellectual Perspectivementioning

confidence: 99%

Higher Education Curriculum in a Global Village

Meda¹

2019

Globalization

View full text Add to dashboard Cite

Technology has become ubiquitous in the twenty-first century learning. Students in higher education are learning collaboratively across the globe as technology has made it possible for university students to blur boundaries of borders. It is imperative in the twenty-first century for a higher education curriculum to have technology embedded throughout. The purpose of this study is to explore technology in a higher education curriculum where academics have different views. The study draws on technology in higher education from three fundamental perspectives: technology critics' perspective, technology enthusiasts' perspective and technology from an intellectual perspective. The study ends with a conclusion that was drawn from the three main perspectives of technology. The author clearly supports the view of technology from an intellectual point of view as it enhances students' learning experiences.

show abstract

Section: Technology From An Intellectual Perspectivementioning

confidence: 99%

Higher Education Curriculum in a Global Village

Meda¹

2019

Globalization

View full text Add to dashboard Cite

show abstract

“…Cabe destacar que, esos cambios sociales han incidido en la evolución conceptual y pragmática del ámbito educativo, facilitando el paso de un sistema integracionista a uno fundamentado en la educación inclusiva; que se sustenta a partir de un marco de referencia del derecho de las personas con discapacidad, y recibir una enseñanza de calidad que garantice el acceso de los apoyos requeridos para la consecución del proyecto académico, de las personas con discapacidad, en todas las etapas de su vida estudiantil. En ese sentido, de acuerdo con Reed y Curtis (2012), el grupo de estudiantes con discapacidad visual se enfrenta a una diversidad de retos al asumir un proyecto de estudios, relacionados con el acceso al proceso educativo, la eliminación de las barreras del entorno y la provisión de apoyos que garanticen su participación en igualdad de condiciones. Así, el acompañamiento y soporte que se brinda a través de las diferentes instancias y servicios que propician la accesibilidad debe favorecer la participación de la totalidad del estudiantado, que ingresa a los centros escolares en condiciones de equidad.…”

Section: Introductionunclassified

Estrategias de apoyo: requerimientos del estudiantado con discapacidad visual

Gross

2019

CEUNICAES

View full text Add to dashboard Cite

ResumenEl presente artículo de revisión bibliográfica explora una serie de estrategias de apoyo que orientan de manera particular al profesorado, sobre diferentes opciones para adecuar la propuesta curricular, acorde a las necesidades educativas de la población estudiantil con discapacidad visual. El proceso metodológico utilizado se fundamentó en una revisión descriptiva, mediante el trabajo en etapas para la búsqueda, organización, selección y análisis de la información pertinente a la temática de interés.Desde este punto de vista, se plantean propuestas teóricas sobre la relación discapacidad visual y cognición, así como diversos criterios para llevar a cabo el ajuste del plan educativo y dar respuesta efectiva a la diversidad de requerimientos del estudiantado, en el acceso al proceso de enseñanza aprendizaje; en condiciones de equidad. De igual forma, se destaca como aporte significativo la descripción de prácticas relacionadas con las pautas para la asignación de apoyos en el proceso de evaluación, como un componente clave del ejercicio del derecho a una educación de calidad.Palabras clave: acceso a la educación, discapacidad visual, cognición, estrategias de apoyo, evaluación. AbstractThis bibliographic revision article explores a series of supporting strategies that guide teachers in a particular way about different options to adequate the curricular proposal according to the educative needs of the student population with visual disability. The used methodologic process was based on a descriptive revision through the work in stages for the search, organization, selection and analysis of the pertinent information of the topic of interest.From this point of view, some theoretic proposals are suggested based on the visual and cognitive disability as well as various criteria to carry out the adjustment of the educational plan and to give an effective response to the diversity of the student's requirements, in the access to the teaching-learning process; in conditions of equity. Similarly, the description of practices related to the guidelines for the allocation of supports in the evaluation process stands as a significant contribution, as a key component of the exercise of the right to a quality education.Estrategias de apoyo: requerimientos del estudiantado con discapacidad visual 56

show abstract

“…Postsecondary education can be challeng ing, especially for the 3,500 students with visual impairments in Canada who must overcome numerous unique hurdles (Statis tics Canada, 2009Canada, , 2012. Research indi cates that some students with visual impair ments (those with blindness or low vision that cannot be remedied with corrective lenses) struggle to integrate into postsec ondary environments due to the academic and social barriers related to their impair ments (D'Andrea, 2012;Reed & Curtis, 2012). To overcome these barriers, students with visual impairments are typically of fered academic accommodations such as assistive technology, additional time for ex ams and course work, government funding for assistive technology, and materials in accessible formats.…”

mentioning

confidence: 99%

“…Accommodations are only effective, however, if they are of high quality and are readily available. Due to high costs, time-consuming administrative processes, and misinformation, gaining ac cess to these supports can be a challenge in itself, to the point of being detrimental to the success of students (Byrne, 2014;D'Andrea, 2012;Reed & Curtis, 2012). Many postsecondary institutions offer ac commodations; nevertheless, students with visual impairments frequently take longer to complete their programs and do not have the same opportunities as their sighted peers because accommodations are difficult to EARN CES ONLINE by answering questions on this article.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Improving Access to Accommodations: Reducing Political and Institutional Barriers for Canadian Postsecondary Students with Visual Impairments

Ostrowski

2016

Journal of Visual Impairment & Blindness

View full text Add to dashboard Cite

Challenges to obtaining quality academic accommodations for stu dents with visual impairments in postsecondary education hinder accessibility and the success of such students. The limitations of current policies and practices intended to address the needs of students in Canada are examined and potential solutions are discussed. Further systemic changes are needed to improve the quality and timeliness of accommodations.

show abstract

Experiences of Students with Visual Impairments in Canadian Higher Education

Cited by 52 publications

References 11 publications

Higher Education Curriculum in a Global Village

Higher Education Curriculum in a Global Village

Estrategias de apoyo: requerimientos del estudiantado con discapacidad visual

Improving Access to Accommodations: Reducing Political and Institutional Barriers for Canadian Postsecondary Students with Visual Impairments

Contact Info

Product

Resources

About