Workshop: Accessible Interaction for Visually Impaired People

International audienceImproving access to information and technology for visually impaired people is a significant challenge within the field of Human-Computer Interaction. In the last decades assistive technology has helped to increase the autonomy and quality of life of the 285 million visually impaired people worldwide. Interactive technologies can support visually impaired people in many tasks, such as navigation and wayfinding, reading and writing, access to education, or even gaming (Brock et al. 2015, Scheibler 2014). It also helps disabled people to stay in touch with friends and participate in social networks and communities (van der Geest et al. 2014).Although legal regulations on accessibility (e.g. BGG 2003) and detailed W3C-guidelines (2009) exist since many years, the majority of websites, location based services, e-learning applications and games are still not designed and programmed to be accessible, even with assistive technology (vgl. AbleGamers Foundation 2012, Köhlmann 2014, Michalska et al. 2014, Wentz & Lazar 2011). In addition, the specific needs of people with different forms of visual impairment and blindness are not sufficiently considered (Kleynhans & Fourie 2014).Hence, this workshop concerns accessibility of all kinds of digital media and services. Besides dedicated assistive technologies, audio- and gesture-based interfaces are also of interest in this context, because they work without visual interfaces and can generate an innovative userexperience for sighted as well as blind users. Some audio-based computer games are already designed as special kind of game for sighted and blind players (Collins 2013, Friberg & Gärdenfors 2008)

The role of ICTs in students with vision impairments’ transition to university

A growing number of young people with disabilities is pursuing university education. Available research on the impact of Information and Communication Technologies on this matter has mainly focused on assistive technologies and their compensatory role for the adjustment of this group of students to the tertiary setting. However, limited research has looked at the role played by digital technologies such as social media and mobile devices in the transition to university, a critical period of change for all students but more challenging for those with impairments. This paper presents the findings of an empirical study that investigated the experiences of students with vision impairments aged 18 to 24 who were transitioning to a New Zealand university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The study found that new technologies play several enabling roles that help students to manage diverse transition challenges. These roles not only include aspects such as impairment compensation, communication, information, and learning but also support arrangement, collaboration, and social connection and participation. By incorporating in the analysis the potential of digital tools, the article updates and expands the understanding of the role of ICTs in higher education from experiences and views of young people with vision impairments

Transition 2.0: Digital technologies, higher education, and vision impairment

This article introduces Transition 2.0, a paradigm shift designed to study and support students with disabilities' transition to higher education. Transition 2.0 is the result of a qualitative study about how a group of young people with vision impairments used digital technologies for their transition to university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The article discusses a conventional view of transition, referred to here as Transition 1.0, which has dominated disability-related research and service provision in higher education. It counters this view by further developing the conceptual framework for Transition 2.0. The findings expand current conceptual approaches to transition by incorporating in the analysis the role played by digital tools such as social media and mobile devices. They also provide a new lens through which to study and understand student engagement in higher education

Transition 2.0: Digital technologies, higher education, and vision impairment

This article introduces Transition 2.0, a paradigm shift designed to study and support students with disabilities' transition to higher education. Transition 2.0 is the result of a qualitative study about how a group of young people with vision impairments used digital technologies for their transition to university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The article discusses a conventional view of transition, referred to here as Transition 1.0, which has dominated disability-related research and service provision in higher education. It counters this view by further developing the conceptual framework for Transition 2.0. The findings expand current conceptual approaches to transition by incorporating in the analysis the role played by digital tools such as social media and mobile devices. They also provide a new lens through which to study and understand student engagement in higher education

A preliminary investigation of the well-being of visually impaired ex-service personnel in the UK

Research has shown that visual impairment may impact daily functioning, health, and well-being negatively for adults of all ages. Ex-service personnel (‘veterans’) too may be at risk of poor health and well-being outcomes associated with post-military life, and this may be exacerbated by the presence of visual impairment. Despite this, research considering the experience of blind veterans has been limited and has not yet assessed well-being for these individuals across a broad spectrum of life domains. Rather, it has highlighted poor mental health and psychological well-being in working-age visually impaired veterans. However, the experiences of older visually impaired veterans (who make up the majority of visually impaired veterans in the United Kingdom) have been poorly represented in the literature. This pilot study aimed to provide a preliminary assessment of holistic well-being in an adult sample of 97 UK blind veterans, predominantly composed of older age veterans (majority over 80 years). Cross-sectional well-being data were collected using a validated measure of well-being (the Well-Being Inventory [WBI]). Results suggest that members of Blind Veterans UK are functioning well and are satisfied across four life domains (vocation, finances, health, and social relationships). Lower health satisfaction was identified, particularly in blind veterans with comorbid mental health conditions. Results are discussed in relation to the older age of the sample, the limitations of face-to-face survey administration, and the applicability of the WBI finance domain in this age cohort. Recommendations are made for future research in this population

Self-assessed and actual Internet skills of people with visual impairments

The Internet can make available to people with a visual impairment information and services that are otherwise inaccessible. But do visually impaired users actually use common Internet applications and do they have the necessary skills? This article reports a two-part study addressing these questions. The first part was an interview study in which 73 young and 69 older Dutch people with a visual impairment were questioned about usage of applications such as e-mail, chat, and web forms, and their self-perceived competence. The young participants reported more frequent use of Internet applications and mentioned multiple goals (i.e., social and educational), compared to the older. Both groups considered themselves reasonably competent, with the young rating themselves higher. The second part was a case study with 20 young and 20 older participants from the first study, who performed common Internet tasks, using websites or applications that complied with accessibility guidelines. Task performance was analyzed in detail for demonstrated skills. Actual performance proved to be unrelated to self-rated competence. Moreover, the competence of both young and older participants fell far short of what active participation in society requires, especially for the more complex information and strategic skills. The success rate on the performance tasks was low. People with a visual impairment should receive extensive support for the acquisition of higher-level skills that are called upon when using Internet information and services in order to participate in societ