Coding without sight: Teaching object-oriented java programming to a blind student

In this paper, I describe my experience of teaching object-oriented Java programming to a blind student. This includes the particular environment setup used (a screen reader, JAWS, and an advanced Windows-based text editor, Textpad) and alterations made to the course to accommodate the blind student's special needs. I also discuss how a number of difficulties encountered by the blind student, such as compiling Java applications using the command-line interface and javac, a Java compiler, was addressed and provide some practical recommendations based on my experience

Conceptual design and development model of assistive courseware for young low vision learners (AC4LV)

The focus of this study relates to technology (hardware and software) that is purposely designed for people with disabilities (PWDs), which is called Assistive Technology (AT). Previous findings reveal that studies related to educational content in courseware is highly lacking, particularly for low vision learners. Also, many existing conceptual design models of courseware lack of specific requirements and empirical evidences to cater the needs of low vision learners. Preliminary studies have proven that available content applications fail to cater the needs of low vision learners in terms of information accessibility, navigationability, and pleasurability. Hence, this study proposes a conceptual design model of courseware for low vision learners, named as Assistive Courseware for Low Vision (AC4LV). Four (4) specific objectives are formulated. The Design Science Research Methodology has been adopted. Eight (8) components of Conceptual Design Model of AC4LV have been constructed and integrated: structural, content composition, AC4LV element, learning theories, learning approaches, development process, instructional design model, and technology. The proposed model has been reviewed by 12 experts and validated through prototyping. It was found that the proposed model has been well-accepted by local and international experts. Prototyping has implicated that the model is useful to follow by novice and non-technical developers. On top of that, the findings of user experience testing indicate that the AC4LV is able to fulfill the needs of the low vision learners in terms of information accessibility, navigationability, and pleasurability. All these findings demonstrate that the Conceptual Design Model of AC4LV exhibits useful development for content application as well as providing theoretical and practical contributions of the study.This study provides guidelines for developing educational content in courseware that caters the need of low vision learners so that this particular group of PWDs may gain equal opportunities of learning

O impacto da transformação digital nas pessoas com deficiência visual

Mestrado Bolonha em Gestão de Sistemas de InformaçãoNos últimos anos, tem havido um grande avanço tecnológico levando à Transformação Digital por parte das organizações, que alavanca a necessidade da adaptabilidade por parte da sociedade, a novas tecnologias. Apesar da Transformação Digital ter como objetivos o aumento da produtividade, a criação de valor e bem-estar social é importante perceber se a mesma pode ter um impacto diferente consoante as necessidades da sociedade. Desta forma, o presente estudo tem como objetivo explorar o impacto da Transformação Digital, fomentada pelas organizações e Governo, nas pessoas com deficiência visual. Este estudo considera a utilização das metodologias qualitativa e quantitativa, de forma a corroborar e explorar o trabalho empírico, realizado ao longo da revisão da literatura. Assim, foram realizadas quatro entrevistas semiestruturadas a pessoas com deficiência visual que, através da utilização do software MaxQDA foi possível codificar a informação qualitativa, com o objetivo de aumentar a robustez do inquérito aos associados da ACAPO (Associação dos Cegos e Ambliopes de Portugal), bem como de adaptar o mesmo à realidade da sociedade portuguesa. Através do inquérito foram obtidas 35 respostas, que através do software Statistical Package for the Social Sciences (SPSS), possibilitou o cruzamento de variáveis como a acuidade visual, idade, nível de escolaridade e rendimento, proporcionando uma análise mais completa relacionando o impacto da Transformação digital consoante as diferentes necessidades sentidas pelos indivíduos. Por fim, o resultado da análise dos dados recolhidos, comprovou alguns benefícios da Transformação Digital, descritos durante a revisão da literatura. Não obstante conduziu também à descoberta de barreiras sentidas pelos indivíduos com deficiência visual, bem como possíveis soluções para tornar a tecnologia um fator de inclusão e igualdade na sociedade.Over the years, there has been a great technological advance leading to Digital Transformation by organizations, which leverages the need for adaptability by society to new technologies. Although Digital Transformation has as objectives the increase of productivity, the creation of value and social welfare, it is important to understand if it can have a different impact depending on the needs of society. Thus, this study aims to explore the impact of Digital Transformation, fostered by organizations and Government, on visually impaired people. This study considers the use of qualitative and quantitative methodologies, in order to corroborate and explore the empirical work, carried out throughout the literature review. Thus, four semi-structured interviews were conducted with visually impaired people, which, through the use of MaxQDA software, it was possible to codify the qualitative information, with the purpose of increasing the robustness of the survey to ACAPO (Association of the Blind and Visually Impaired of Portugal) members, as well as adapting it to the reality of Portuguese society. Through the survey 35 answers were obtained, which, using the Statistical Package for the Social Sciences (SPSS) software, allowed the crossing of variables such as visual acuity, age, level of education and income, providing a more complete analysis relating the impact of the Digital Transformation according to the different needs felt by individuals. Finally, the result of the analysis of the collected data proved some benefits of the Digital Transformation, described during the literature review. Nevertheless, it also led to the discovery of barriers experienced by visually impaired individuals, as well as possible solutions to make technology a factor of inclusion and equality in society.info:eu-repo/semantics/publishedVersio

Instructional eLearning technologies for the vision impaired

The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. How such a multi-modal approach can achieve equivalent success for the vision impaired is demonstrated. However, the study also shows the limits of the current understanding of human perception, especially with respect to comprehending two and three dimensional objects and spaces when there is no recourse to vision

The VIVID model : accessible IT e-learning environments for the vision impaired

Sighted learners and vision impaired learners experience different problems when accessing e-learning environments. Web designers use complex visual images and interactive features which learners with vision impairment are unable to access. Learners with vision impairment must rely on assistive technologies to acquire the information they are seeking. Vision impaired learners must have conversion facilities to translate the contents of these displays into readable and accessible formats.This research identifies problems faced by learners with vision impairment and demonstrates how e-learning environments must be modified to ensure success. The most significant problems are the lack of accessibility to teaching materials and an inability to participate in the learning experience to the same extent as sighted learners. Learning materials designed for sighted learners are often unsuited to those with vision impairment. Frequently, text provided is too small and unable to be altered; colour graphics are of little value unless accompanied by text or audio description and interactive Web sites present numerous challenges in navigation. Most courses are designed for sighted learners and learners with vision impairment struggle to maintain the required timeframe because of difficulties in reading texts and documents, completing assignments and sourcing reference materials due to their inaccessible formats and presentation.These problems result in lower academic achievement for vision impaired learners, which in turn lead to a lack of choices in employment opportunities. Learning environments for people with vision impairment need specific consideration in design and implementation. This ensures that the learning materials meet their needs and allow maximum accessibility so that the learners can achieve the same outcomes as their sighted peers.There is a small number of existing models to assist the design of e-learning sites for people with a disability. Kelley’s holistic model (2005) and Seale’s contextualised model (2006) are designed for people with disabilities in general and not specifically for those with vision impairment. Lazar’s Web accessibility integration model (2004) does not take into account the importance of social elements. Prougestaporn’s WAVIP model, (2010) whilst it has generic guidelines, the model is limited in its scope.Venable’s Design Science Research method was chosen to investigate the specific problems faced by vision impaired learners enrolled in IT e-learning courses. The characteristics of approximately one hundred adult vision impaired learners were investigated using two case study environments. The data were collected by observation and semi-structured interviews. Additionally, data were collected from these same learners to identify their specific needs in a Web-based learning situation. Accessibility needs were also identified and analysed. These activities involved the Problem Diagnosis stage in the Design Science Research model. Accessibility guidelines and legal and statutory requirements from several sources were also investigated. The components needed to deliver an effective, fully accessible IT curriculum in two Web-based e-learning environments for the vision impaired was then identified.Information was compiled from studying two learning environments for the vision impaired. Data instruments used in this phase were observations and semi-structured interviews with vision impaired learners and teachers. These activities involved the Problem Diagnosis and Theory Building stages of the Venable model. The relationships between the characteristics and needs of the learner, and the components of the learning environment for an Information and Communications and Technology (ICT) curriculum were analysed and then synthesised to build a conceptual model of an effective Web-based e-learning environment for the vision impaired.A new theoretical model, the Vision Impaired using Virtual IT Discovery (VIVID) was then developed. This holistic framework takes into account the specific needs of vision impaired learners. It also includes a social element which vision impaired learners identified as being extremely important to the success of their learning. This activity involved both the Technology Design/Invention state and the Theory Building stage in the Venable model.An evaluation was carried out by a focus group of eight experts in the field of accessible and e-learning course design and the model was then modified to incorporate their suggestions.The resulting model is a high level, comprehensive conceptual model that can be applied in differing pedagogical environments relating to IT education for adult learners with vision disabilities. It provides a framework to guide education managers, instructional designers and developers who are creating accessible IT e-learning environments for the vision impaired.Whilst this model relates only to the IT area, further research could extend its use to other curriculum areas and to those learners with multiple disabilities

The Disability Divide: A Study into the Impact of Computing and Internet-related Technologies on People who are Blind or Vision Impaired

People with disabilities, and in particular people who are blind or vision impaired, are not embracing computing and Internet- related technologies at the same rate as the able-bodied population. The purpose of this study was to find the reasons behind this digital divide for people with disabilities and provide solutions. The investigation into this ‘disability divide’ initially examined the historical significance of the social construction of disability, the developments of computing and Internet-related technologies and the evolution of associated government and corporate policies. In order to gain an understanding of the specific elements in the current disability divide, interviews were conducted with a range of government representatives, multinational information technology developers and online information providers in Australia and the United States of America. In order to gain an understanding of what people with disabilities required from information technology, a national survey was conducted with people who are blind or vision impaired to determine their computing and Internet experiences. This study clearly identified that people with vision disabilities have a high level of computing and Internet expertise and it is specific barriers, rather than lack of will, that has prevented access to computing and Internet-related technologies. These barriers include issues relating to the perception of disability in society, Federal and state government policy, corporate policy, mainstream computing products, assistive technologies, real-time online communication, poverty and a lack of educational opportunities. Addressing the issues in these areas will significantly reduce the impact of the disability divide, allowing people who are blind or vision impaired to participate more effectively in the information age