The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania

Kisanga, Sarah Ezekiel; Kisanga, Dalton

doi:10.1080/17483107.2020.1817989

Cited by 29 publications

(28 citation statements)

References 16 publications

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“…In that statement, the participants concurred with the argument made by Kisanga and Kisanga (2020). They af irm that materials accessed through computer assistive technologies are found more useful to VI students than printed Braille materials, for they are highly current and available in any place provided the student knows how to use internet system.…”

Section: Availability and Importance Of Special Teaching And Learning Materials As Well As Reading And Writing Facilitiesmentioning

confidence: 62%

Provision of Necessary Teaching and Learning Needs for Improving Academic Performance of Students With Visual Impairment in Tanzania Inclusive Secondary Schools

Karuhawe

2021

Int. J. Res. Granthaalayah

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This paper focuses on provision of necessary teaching and learning needs for improving academic performance of students with visual impairment study- ing in inclusive private as well as public secondary schools in Tanzania. It was guided by the following three specific objectives: to analyse reasons for provid- ing necessary teaching and learning needs of students with visual impairment in Tanzania inclusive secondary schools; to assess types of teaching and learn- ing needs that are necessary in provision of education for VI students in Tanza- nia inclusive secondary schools; to highlight significance of providing necessary teaching and learning needs to students with visual impairment in Tanzania inclusive secondary schools. The Open System’s Model was adapted in conducting this study. The model provides pieces of advice for provision of education under the following stages: input, process, and output to enable students learn efficiently as well as per- form better in studies and examinations. In its pursuit, the study applied qualitative research approach and a case study design. Qualitative research approach and the case study allowed the researcher to avoid biases by sup- porting researched information with clear facts as advised in rules of credibil- ity, transferability, dependability, and confirmability. Twenty-four participants selected under purposive sampling procedure were involved in the study. Semi- structured interviews and focus group discussions were the employed data col- lection methods. The researcher insists that necessary teaching and learning needs should always be provided in Tanzania inclusive secondary schools for students with visual impairment. Their significance is to facilitate students’ les- son understanding and better performance in examinations. Good examination results will assure parents and the government on extent to which education provided in the country meets intended national goals. It should be maintained by making provision of such needs a continuous process.

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Section: Availability and Importance Of Special Teaching And Learning Materials As Well As Reading And Writing Facilitiesmentioning

confidence: 62%

Provision of Necessary Teaching and Learning Needs for Improving Academic Performance of Students With Visual Impairment in Tanzania Inclusive Secondary Schools

Karuhawe

2021

Int. J. Res. Granthaalayah

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“…En definitiva, podemos destacar que el interés por las TIC ha aumentado en los últimos años, aumentando así el desarrollo de experiencias en el alumnado con discapacidad en la etapa universitaria, aunque en la mayoría de los casos estos recursos son escasos y poco innovadores (Lai, Low & Wong, 2017;Kisanga & Kisanga, 2020;Seale et al, 2020).…”

Section: Discussionunclassified

El impacto de las TIC en el alumnado con discapacidad en la Educación Superior. Una revisión sistemática (2010-2020).

Batanero

Graván²,

Rueda³

et al. 2021

EDMETIC

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Este artículo ofrece una visión general sobre el impacto de las Tecnologías de la Información y la Comunicación (TIC) para el estudiante con discapacidad en la educación superior. Los datos se han obtenido mediante una revisión sistemática de la literatura en destacadas bases de datos destacadas a nivel científico en el mundo de la educación (Web of Science, Scopus, SciELO, Dialnet, ERIC y Google Scholar) en el periodo comprendido entre 2010 hasta 2020. La muestra se constituyó de 36 estudios. A través de una metodología descriptiva y cuantitativa se presentan los datos bibliométricos más significativos y mediante mapas bibliométricos se aplica una metodología basada en análisis de co-palabras, técnicas de agrupamiento o clustering y técnicas de visualización, con el objeto de determinar los campos de estudio e investigación. Los resultados indican que la mayoría de los trabajos realizados se han llevado a cabo, principalmente, en países europeos y americanos. Los estudios recogen que las TIC favorecen la inclusión y la accesibilidad del alumnado con discapacidad en el contexto universitario, pero existen una serie de desafíos que dificultan la integración eficaz de las TIC relacionados, principalmente, con la falta de formación y capacitación del profesorado y una falta de compromiso y concienciación por parte de las instituciones universitarias.

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“…And those that improve activity performance (e.g., voice input systems, wheelchairs for riding stairs, and communication panels) ( Sasaki et al, 2020 ; Smith, 2020 ; Patel and Parmar, 2020 ). Specialized assistance systems (e.g., vision, hearing, cognition, and communication) ( Bubar, 2020 ; Desideri et al, 2020 ; Kisanga and Kisanga, 2020 ; Nganji et al, 2011 ), as well as hardware and software resources that are software and hardware, that facilitate access to information technology (e.g., computers, mobile devices). Environmental modifications or so-called Assistive environments (e.g., automatic door openers, walk-in entrances, and accessible bathrooms) ( Guay et al, 2020 ; Martinez-Martin et al, 2020 ; Hu and Hu, 2021 ), which reduce or eliminate restrictions on participation, are also considered types of assistive technology.…”

Section: Related Workmentioning

confidence: 99%

Towards Robot-Assisted Therapy for Children With Autism—The Ontological Knowledge Models and Reinforcement Learning-Based Algorithms

et al. 2022

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Robots are more and more present in our lives, particularly in the health sector. In therapeutic centers, some therapists are beginning to explore various tools like video games, Internet exchanges, and robot-assisted therapy. These tools will be at the disposal of these professionals as additional resources that can support them to assist their patients intuitively and remotely. The humanoid robot can capture young children’s attention and then attract the attention of researchers. It can be considered as a play partner and can directly interact with children or without a third party’s presence. It can equally perform repetitive tasks that humans cannot achieve in the same way. Moreover, humanoid robots can assist a therapist by allowing him to teleoperated and interact from a distance. In this context, our research focuses on robot-assisted therapy and introduces a humanoid social robot in a pediatric hospital care unit. That will be performed by analyzing many aspects of the child’s behavior, such as verbal interactions, gestures and facial expressions, etc. Consequently, the robot can reproduce consistent experiences and actions for children with communication capacity restrictions. This work is done by applying a novel approach based on deep learning and reinforcement learning algorithms supported by an ontological knowledge base that contains relevant information and knowledge about patients, screening tests, and therapies. In this study, we realized a humanoid robot that will assist a therapist by equipping the robot NAO: 1) to detect whether a child is autistic or not using a convolutional neural network, 2) to recommend a set of therapies based on a selection algorithm using a correspondence matrix between screening test and therapies, and 2) to assist and monitor autistic children by executing tasks that require those therapies.

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The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania

Cited by 29 publications

References 16 publications

Provision of Necessary Teaching and Learning Needs for Improving Academic Performance of Students With Visual Impairment in Tanzania Inclusive Secondary Schools

Provision of Necessary Teaching and Learning Needs for Improving Academic Performance of Students With Visual Impairment in Tanzania Inclusive Secondary Schools

El impacto de las TIC en el alumnado con discapacidad en la Educación Superior. Una revisión sistemática (2010-2020).

Towards Robot-Assisted Therapy for Children With Autism—The Ontological Knowledge Models and Reinforcement Learning-Based Algorithms

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