ICT in Portuguese reference schools for the education of blind and partially sighted students

Ramos, Sara I.; Andrade, António

doi:10.1007/s10639-014-9344-6

Cited by 15 publications

(13 citation statements)

References 16 publications

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“…Ahora bien, si nos situamos en el ámbito de la discapacidad, podemos comprobar que son escasos los estudios que ponen especial énfasis en el potencial que tienen las TIC en estudiantes con diversidad funcional por discapacidad (Shih, Shih, y Luo, 2011;Wallace y Georgina, 2014;Khetarpal, 2014;Istenic y Bagon, 2014;Ramos y Andrade, 2016;Turner-Cmuchal y Aitken, 2016;Alper y Goggin, 2017).…”

Section: Establecimiento Del Problema Y Justificación Del Estudiounclassified

TIC y diversidad funcional: conocimiento del profesorado

Batanero¹,

Rodríguez-Martín²

2018

Ejihpe

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La educación de calidad en igualdad y equidad requiere el compromiso de todos los miembros de la comunidad educativa. Este se adquiere favoreciendo la formación permanente del profesorado, un aprendizaje continuo adaptado a las necesidades y a las características de los alumnos. En este contexto, el presente artículo muestra los resultados de una investigación cuyo propósito ha sido conocer el nivel de formación y conocimiento del profesorado de educación primaria de Andalucía, con respecto a la aplicación de las TIC a personas con diversidad funcional. El diseño de investigación utilizado ha sido de tipo mixto (metodología cuantitativa y cualitativa), analizándose 342 cuestionarios suministrados a docentes de educación primaria y 84 entrevistas realizadas a informantes claves (miembros de equipos directivos, coordinadores TIC, directores y asesores tecnológicos de centros de formación del profesorado). Entre las conclusiones podemos destacar la falta de conciencia y preparación por parte del profesorado, así como que el desarrollo de experiencias de formación en este ámbito sigue siendo insuficiente y, en ocasiones, inexistente.Palabras clave: Tecnologías de la Información y Comunicación; diversidad funcional; entrevista; formación del profesorado; inclusión educativa, accesibilidad.ICT and functional diversity: knowledge of the teaching staff. Quality education in equality and equity requires the commitment of all members of the educational community. This is acquired by promoting the ongoing training of teachers, a continuous learning adapted to the needs and characteristics of the students. In this context, this article shows the results of a research whose purpose has been to know the level of training and knowledge of teachers of primary education in Andalusia, regarding the application of ICT to people with functional diversity. The research design used has been of mixed type (quantitative and qualitative methodology), analyzing 342 questionnaires provided to teachers of primary education and 84 interviews with key informants (members of management teams, ICT coordinators, directors and technological advisers of training centers of teachers). Among the conclusions we can highlight the lack of awareness and preparation on the part of the teaching staff, as well as the development of training experiences in this area is still insufficient and, sometimes, non-existent.

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Section: Establecimiento Del Problema Y Justificación Del Estudiounclassified

TIC y diversidad funcional: conocimiento del profesorado

Batanero¹,

Rodríguez-Martín²

2018

Ejihpe

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“…r Teachers need training on e-accessibility technology specific to VI students (Ramos & Andrade, 2014). r Cooperation between teachers and students is important to suit the individual neeeds of a VI student when using e-accessibility (Carrière, 2012).…”

Section: E-accessibilitymentioning

confidence: 99%

“…In the process of providing e-accessibility, teachers also require training to make the technology available and useful for VI students (Ramos & Andrade 2014). Carrière (2012) emphasises the cooperation between teachers and students necessary for the effective use of e-accessibility where mobile-based education is a new strategy for learning and teaching VI people.…”

Section: E-accessibilitymentioning

confidence: 99%

A Systematic Literature Review of the Application of Information Communication Technology for Visually Impaired People

Ashraf

Hasan²,

Lewis

et al. 2016

Int. J. Disabil. Manag.

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T echnological advancement in general is providing better and cheaper solutions to assist the visually impaired (VI) community. Although information communication technology (ICT) has great potential to support the inclusion of VI people in educational, social and workforce settings, there are far fewer ICT projects for VI people compared to other projects. This systematic literature review provides our findings on the existing state of ICT projects and describes outstanding issues in ICT support of VI people. Based on our findings, we suggest increased collaboration among healthcare professionals, caregivers, programmers, engineers, as well as policy makers; and adoption of policies in future ICT projects for VI people. A wide search of seven journal databases found a relevant cross-section of articles that were published between 2010 and 2015. Software Zotero Standalone and EndNote were used to screen and maintain metadata. After the initial screening of 6993 titles, 683 abstracts were scrutinised, from which 55 full text articles were selected for final review. We analysed and synthesised 37 articles. Our findings show the progress, awareness, interest, and issues in ICT integration to improve the quality of life for VI people. Three emergent topics for VI people are (a) assistive technology, (b) e-accessibility, and (c) virtual interfaces. Our findings suggest that ICT-aided applications can bring positive changes for VI people. We advance several issues that should be addressed and further developed, collaboratively, to spread awareness and invoke new policies aimed to improve the quality of life of VI people. Keywords: information communication technology (ICT), visually impaired (VI) people, systematic literature review, thematic analysisAccording to the most recent survey by the World Health Organization (WHO), the number of visually impaired (VI) people in the world is 285 million, where approximately 39 million people are blind (Mariotti, 2012). Visual impairment includes both low vision and blindness (WHO, 2007). The majority of people with visual impairment (about 90%) live in developing countries and about 65% are aged 50 or above (Mothiravally, Ang, Baloch, Kulampallil, & Geetha, 2014). Only 14% to 20% of people in developed countries suffer from disabilities in general, and these people have greater opportunities to take advantage of ICT-aided tools (Hogan, Kyaw-Myint, Harris, & Denronden, 2012). Numerous studies have been conducted focusing on people with disabilities from a sociological point of view. McAnaney and Williams (2010) suggest using action research methods for disability management. Hogan et al. (2012) contend that people with disabilities face significant inequity of remuneration, globally, due to the perception of a lack of skills and employment accommodations for particular roles. Niehaus and Marfels (2010) identify the key competencies of disabled people by using factor analysis and investigate the scope of their integration into the workforce and mainstream society. However, ther...

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“…Gaps in digital skills may increase among students with VI compared with students without vision loss (Ramos & de Andrade, 2016), and one reason may be the fast development in digital-based learning. Another reason may be the lack of sufficient resources and adequate aids in the school system, even in developed countries (Borg, Lindström, & Larsson, 2009; UNESCO, 2015; UNICEF, 2013, 2017; World Health Organization [WHO], 2018).…”

Section: Introductionmentioning

confidence: 99%

Digital learning in mathematics for students with severe visual impairment: A systematic review

Klingenberg¹,

Holkesvik

Augestad

2019

British Journal of Visual Impairment

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Mathematical education is currently undergoing significant changes that are driven by technology and digital-based learning. Students with visual impairments (VI) may face different challenges in mathematical education due to a lack of accessible materials designed to support the development of conceptual understanding in mathematics. The aim of the study was to summarize current evidence-based knowledge about e-learning in mathematics among students with severe VI. A systematic review was conducted of articles published from January 2000 to November 2017. A total of 13 publications met the inclusion criteria, of which 12 reported studies with an intervention or an experimental design and one had a cross-sectional design. The number of students with VI varied from three to 16 ( Mage = 19 years). Four publications reported either ophthalmic diagnoses or World Health Organization’s (WHO) definition of vision loss. The mathematical training was reported as lasting from one session to 18 weeks of training. Eight papers reported the use of audio-based applications as learning aids. The authors conclude that interactive e-learning with audio and tactile learning programmes may be a useful resource for students with VI to enhance their mathematical skills. However, there is lack of evidence for how digital technologies improve inclusion potentials and learning in mathematics for students with VI, and hence, there is a need for additional research and more reflection on the subject.

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ICT in Portuguese reference schools for the education of blind and partially sighted students

Cited by 15 publications

References 16 publications

TIC y diversidad funcional: conocimiento del profesorado

TIC y diversidad funcional: conocimiento del profesorado

A Systematic Literature Review of the Application of Information Communication Technology for Visually Impaired People

Digital learning in mathematics for students with severe visual impairment: A systematic review

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