Reading Media Used by Higher-Education Students and Graduates with Visual Impairments in Greece

Papadopoulos, Konstantinos; Koutsoklenis, Athanasios

doi:10.1177/0145482x0910301107

Cited by 9 publications

(3 citation statements)

References 11 publications

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“…Internationally, the use of assistive technology in this group of students has been studied, for example by Huber et al (2016) and Remington and Pellicano (2019), identifying the most advantageous academic adaptations: extra time for exams, learning materials in different formats and greater autonomy. Nisbet (2020) and Kisanga and Kisanga (2020) focused their studies on the barriers that limit full participation in higher education, such as high reading demands, group work and the inability to participate in some activities (Lourens & Swartz 2020; Papadopoulos & Koutsoklenis, 2019; Reed & Curtis, 2019) as well as the impact on academic performance (Kelly & Smith, 2011; Richarson, 2015). Odame et al (2019) detected the difficulties of students with disabilities in carrying out external placements, as companies are not prepared to respond to their needs.…”

Section: Ict and Visual Impairment In Higher Educationmentioning

confidence: 99%

Impact of ICT on university students with visual impairment

Rueda¹,

Batanero²,

Fernández‐Cerero³

2022

British J Special Edu

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Information and communication technology (ICT) are creating new horizons in the educational responses to students who have a disability in higher education. This study aims to provide the academic community with an overview of the research pertaining to ICT as a support for students with low vision or blindness. Data were obtained through a systematic literature review, covering the period from 2010 to 2021, in four relevant scientific and academic databases. The sample consists of 17 studies. A descriptive and quantitative methodology was used. The most significant bibliometric data are presented, and through bibliometric maps, a method based on co-word analysis, clustering techniques and visualization techniques were applied to determine the fields of study and research. The results indicate that research on ICT and visual impairment in higher education remains scarce and focuses on the educational needs of students with visual impairment in accessing and transitioning to higher education.

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Section: Ict and Visual Impairment In Higher Educationmentioning

confidence: 99%

Impact of ICT on university students with visual impairment

Rueda¹,

Batanero²,

Fernández‐Cerero³

2022

British J Special Edu

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“…The research also showed that any support provided, while studying there, was very limited and that most students reported such severe problems that made them re-consider their future engagement under so tough a university environment. Overall, many participants stated that they were not satisfied with the quality of education provided by their department, while the majority of them believed that the undergraduate degree would not give them equal opportunities to find a job (Papadopoulos and Koutsoklenis, 2009). However, new facilities for distance learning are in progress by each higher education institute with a view to supporting both horizontal educational actions and broader educational needs.…”

Section: Icts In Greek Higher Educationmentioning

confidence: 99%

Students With Special Educational Needs in Greek Higher Education: Icts as a Vital Tool for Inclusion

Riga

Ioannidi

Papayiannis

2020

EJSE

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The present paper intends to report and analyze ongoing practices and policies with respect to the inclusion of Students with Special Educational Needs (SEN) and/or disabilities into Higher Education in Greece. To achieve this goal, the researchers systematically searched the current literature sources to find out the extent to and the ways in which European priorities set by article 24 of the Convention on the Rights of Inclusion of Persons with Special Educational Needs and/or Disabilities, have been advocated by Greek educational policy within the Higher Education context. Actually, the literature review demonstrates the existing law framework of the Greek national and local policy whose purpose is to promote the development and implementation of digitally assisted services which ought to take into consideration the needs of students with learning disabilities and comply with the international strides calling for a broader inclusive education. The results of this review showed that Greek universities have endeavored to respond successfully to the Greek legislation’s mandates and to fully address anti-discriminatory practice. However, more adjustments and decisive progress steps have to be made in relation to the curriculum and to teachers’ professional training to ensure all students’ inclusion. Article visualizations:<img src="/-counters-/edu_01/0606/a.php" alt="Hit counter" />

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“…In addition, Wessells, Smith and Rawles (1979) identified a trend in the decline of the use of Braille in the 1970's. Recent evidence suggests that only a small proportion of blind people can read Braille (Boles 2010) and that this trend is international (Papadopoulos and Koutsoklenis 2009).…”

Section: Logisticsmentioning

confidence: 99%