The Role of ICTs in the Provision of Engineering Education to Visually Impaired Learners in South Africa

Tom, Sheethal Liz; Mpekoa, Noluntu; Swart, James

doi:10.1109/ictas47918.2020.233976

Cited by 2 publications

(3 citation statements)

References 18 publications

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“…También se destaca el impacto de la realidad aumentada como herramienta de asistencia al alumnado con discapacidad para favorecer su inclusión (Lorenzo & Lorenzo, 2019) o la pizarra digital como otra de las herramientas potentes para integrar con este alumnado (Bertarelli, Gorradini & Guaraldi, 2011). El alumnado con discapacidad, en particular el alumnado con discapacidad visual, utiliza las tecnologías para favorecer su transición a las instituciones de educación superior (Pacheco, Lips & Yoong, 2018;Pacheco, Yoong & Lips, 2020;Tom, Mpekoa & Swart, 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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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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“…A study by Eguavoen (2016) reported that Information Communication Technology (ICT) is essential to the growth of all knowledge and skill-based activities across all facets of life. Also, ICT has completely changed the way that information is accessed, handled, and taught by introducing new teaching and learning approaches (Tom & Swart, 2020;Mikre, 2011). More especially, students with visual impairments are becoming increasingly interested in using computer-assistive technologies as their use in the school setting has improved the quality of life for visually impaired learners (VILs) (Tom & Swart, 2020).…”

Section: Challengesmentioning

confidence: 99%

“…Also, ICT has completely changed the way that information is accessed, handled, and taught by introducing new teaching and learning approaches (Tom & Swart, 2020;Mikre, 2011). More especially, students with visual impairments are becoming increasingly interested in using computer-assistive technologies as their use in the school setting has improved the quality of life for visually impaired learners (VILs) (Tom & Swart, 2020). Moreover, the use of ICT is essential in everyday activities such as email correspondence and online banking, among others (Bhowmick & Hazarika, 2017).…”

Section: Challengesmentioning

confidence: 99%

Challenges Visually Impaired Students Face in Acquiring Fashion Skills: A Case Study among Visually Impaired Training Institutions in Ghana

Ogoe,

Howard,

Appiah

2023

AJAR

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Purpose: This study explored the challenges visually impaired (VI) students face concerning fashion skill acquisition. Design/Methodology/Approach: The research design was based on qualitative. The combination of purposive and snowball sampling techniques was chosen to ensure a diverse participant pool, capturing a range of perspectives on what visually impaired students face concerning fashion skill acquisition. Thematic analysis was employed to uncover patterns and themes, contributing to a rich understanding of the subject matter. Findings: The findings revealed that the visually impaired are challenged by barriers to enrolment in fashion programmes, the cost-intensive nature of training, lack of sight, lack of skilled teachers and perceptions about Students with Visual Impairments (SVI) in Fashion. The study initiates further stakeholder discussions regarding designing a simplified inclusive curriculum to accommodate individuals with visually impaired and interested in enrolling on fashion courses. The Research Limitation: Purposive and snowball sampling techniques may introduce selection bias, as participants are recruited based on specific criteria and through referrals. This may result in a sample that is more inclined to share similar perspectives, potentially overlooking the diversity of experiences within the visually impaired student community. Practical Implication: Implementation of these practical measures can contribute to breaking down barriers and ensuring equal access to opportunities in the field of fashion for all students, regardless of visual ability. Social Implication: Inclusive fashion education for the visually impaired has the potential of developing such individuals socially and economically thereby relieving the government of potential financial burden and reducing the social exclusion that the visually impaired experience. Originality/ value: The novelty of studying visually impaired students regarding fashion skill acquisition lies in its potential to uncover unique challenges, innovative solutions, and opportunities for inclusivity in education and vocational training.

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The Role of ICTs in the Provision of Engineering Education to Visually Impaired Learners in South Africa

Cited by 2 publications

References 18 publications

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

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

Challenges Visually Impaired Students Face in Acquiring Fashion Skills: A Case Study among Visually Impaired Training Institutions in Ghana

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