Developing an inclusive curriculum for visually disabled students

[Aims] The purpose of this guide is to help staff identify and remove the barriers that visually disabled students may encounter when studying one of the GEES disciplines - i.e. geography, earth and environmental sciences - and to suggest ways in which students can be helped to enjoy a fulfilling learning experience. Some of the advice and guidance offered will be generic, reflecting the importance of a strategic approach within institutions and departments to the planning and delivery of inclusive curricula. However, much of the advice will apply to specific forms of visual disability, and to the demands made by the study of GEES disciplines. Moreover, because each student is unique, most of what is discussed here will need to be made relevant and personal to individual students. It is a key principle of this guide that a blanket approach to the management of the learning needs of visually disabled students on a GEES programme of study is likely to be ineffective

Enabling Seamless Access to Digital Graphical Contents for Visually Impaired Individuals via Semantic-Aware Processing

Vision is one of the main sources through which people obtain information from the world, but unfortunately, visually-impaired people are partially or completely deprived of this type of information. With the help of computer technologies, people with visual impairment can independently access digital textual information by using text-to-speech and text-to-Braille software. However, in general, there still exists a major barrier for people who are blind to access the graphical information independently in real-time without the help of sighted people. In this paper, we propose a novel multi-level and multi-modal approach aiming at addressing this challenging and practical problem, with the key idea being semantic-aware visual-to-tactile conversion through semantic image categorization and segmentation, and semantic-driven image simplification. An end-to-end prototype system was built based on the approach. We present the details of the approach and the system, report sample experimental results with realistic data, and compare our approach with current typical practice

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

When the Disability Is Not the Problem - Experiencing the Barriers to Web Accessibility: The Experiences of Computer Users with Visual Disabilities Using the Internet

The purpose of this study is to describe the experiences and perceptions of three computer users with visual disabilities as they accessed and reviewed Web pages on the Internet. Attention is focused on the use of the Internet by individuals with visual disabilities: blindness, low vision, and deaf/blindness. Data were gathered through interviews and observation, during eight sessions with each participant. Data were qualitatively analyzed using an inductive process (Hatch, 2002). Data analysis revealed six categories of meaning: interactions with computer; personal characteristics, strategies to find solutions to barriers encountered; personal feeling and opinions; design features, and communication. Sites viewed included commercial, educational, non-profit, and governmental sites. Interviews consisted of structured and unstructured questions. The knowledge gained in this study will add to the literature of Web Accessibility and will contribute to raising awareness of the barriers that computer users with visual disabilities encounter when using the Internet

Low vision, stimulus encoding and information processing: a characterization of performance of partially sighted users on computer-based tasks

This study focuses on the characterization of partially sighted users\u27 performance within a graphical user interface environment. Participants, ranging in visual abilities from fully sighted (FSU) with no visual impairments to partially sighted (PSU) with limited visual abilities, participated in computer-based search and select tasks. It is shown that visual search strategies employed by both PSU and FSU within a graphical user interface can be described by Steinberg\u27s (1969) Additive Factor Model. In addition, selection strategies, measured by mouse movement times, are linearly related and highly correlated to the Index of Difficulty as explained by Fitts\u27 Law. This is the first study of its kind that links the physiology of partial vision to behaviors and strategies exhibited during psychomotor task performance. These results can enable system interface designers to effectively design and accommodate the wide range of visual capabilities of today\u27s growing population of computer users

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

Sound localization accuracy in the blind population

The ability to accurately locate a sound source is crucial in the blind population to orient and mobilize independently in the environment. Sound localization is accomplished by the detection of binaural differences in intensity and time of incoming sound waves along with phase differences and spectral cues. It is dependent on auditory sensitivity and processing. However, localization ability can not be predicted from the audiogram or an auditory processing evaluation. Auditory information is not received only from objects making sound, but also from objects reflecting sound. Auditory information used in this manner is called echolocation. Echolocation significantly enhances localization in the absence of vision. Research has shown that echolocation is an important form of localization used by the blind to facilitate independent mobility. However, the ability to localize sound is not evaluated in the blind population. Due to the importance of localization and echolocation for independent mobility in the blind, it would seem appropriate to evaluate the accuracy of this skill set. Echolocation is dependent upon the same auditory processes as localization. More specifically, localization is a precursor to echolocation. Therefore, localization ability will be evaluated in two normal hearing groups, a young normal vision population and young blind population. Both groups will have normal hearing and auditory processing verified by an audiological evaluation that includes a central auditory screening. The localization assessment will be performed using a 24-speaker array in a sound treated chamber with four different testing conditions (1) low-pass broadband stimuli in quiet, (2) low-pass broadband stimuli in noise, (3) high-pass broadband stimuli in quiet, and (4) high-pass broadband speech stimuli in noise. It is hypothesized that blind individuals may exhibit keener localization skills than their normal vision counterparts, particularly if they are experienced, independent travelers. Results of this study may lead to future research in localization assessment, and possibly localization training for blind individuals

The design and evaluation of non-visual information systems for blind users

This research was motivated by the sudden increase of hypermedia information (such as that found on CD-ROMs and on the World Wide Web), which was not initially accessible to blind people, although offered significant advantages over traditional braille and audiotape information. Existing non-visual information systems for blind people had very different designs and functionality, but none of them provided what was required according to user requirements studies: an easy-to-use non-visual interface to hypermedia material with a range of input devices for blind students. Furthermore, there was no single suitable design and evaluation methodology which could be used for the development of non-visual information systems. The aims of this research were therefore: (1) to develop a generic, iterative design and evaluation methodology consisting of a number of techniques suitable for formative evaluation of non-visual interfaces; (2) to explore non-visual interaction possibilities for a multimodal hypermedia browser for blind students based on user requirements; and (3) to apply the evaluation methodology to non-visual information systems at different stages of their development. The methodology developed and recommended consists of a range of complementary design and evaluation techniques, and successfully allowed the systematic development of prototype non-visual interfaces for blind users by identifying usability problems and developing solutions. Three prototype interfaces are described: the design and evaluation of two versions of a hypermedia browser; and an evaluation of a digital talking book. Recommendations made from the evaluations for an effective non-visual interface include the provision of a consistent multimodal interface, non-speech sounds for information and feedback, a range of simple and consistent commands for reading, navigation, orientation and output control, and support features. This research will inform developers of similar systems for blind users, and in addition, the methodology and design ideas are considered sufficiently generic, but also sufficiently detailed, that the findings could be applied successfully to the development of non-visual interfaces of any type