Electronic Library Collections and Users with Visual Impairments: Challenges, Developments, and the State of Collections Policies in Academic and Public Libraries

Academic and public library collections are developed based on the needs of the communities that surround them. Technology has increased the way users access information, and the way libraries offer information to their users. However, the accessibility of electronic resources for users with print disabilities remains an issue that has yet to have an equitable remedy. This paper identifies the challenges of visually impaired users, the developments in law, the current state of accessibility in academic and public library collections policies, and the current formats and products that are leading the way

Methods and Techniques for the Access of Persons With Visual Impairments to Handbooks and Textbooks

The transformation of learning materials in an accessible format for blind students allows them to access texts and graphics. This access was not possible before considering the past technologies. The Daisy format represents an accessibility standard that permits the visually impaired person to listen an audio book as a person without disability. In this way, the visually impaired person can listen the audio book according to its content and/or pages. The usage of this format enables to develop new approaches in the process of teaching and learning, not only for visually impaired students but also for visually impaired teachers. The Daisy format proved to be efficient in the educational area also for children with learning difficulties. Studies concerned with efficiency of Daisy book.Daisy, visual impairment, access technologies, accessible audio books

Surveying Persons with Disabilities: A Source Guide (Version 1)

As a collaborator with the Cornell Rehabilitation Research and Training Center on Disability Demographics and Statistics, Mathematica Policy Research, Inc. has been working on a project that identifies the strengths and limitations in existing disability data collection in both content and data collection methodology. The intended outcomes of this project include expanding and synthesizing knowledge of best practices and the extent existing data use those practices, informing the development of data enhancement options, and contributing to a more informed use of existing data. In an effort to provide the public with an up-to-date and easily accessible source of research on the methodological issues associated with surveying persons with disabilities, MPR has prepared a Source Guide of material related to this topic. The Source Guide contains 150 abstracts, summaries, and references, followed by a Subject Index, which cross references the sources from the Reference List under various subjects. The Source Guide is viewed as a “living document,” and will be periodically updated

ICT Tools as Provision for Information to the Visually Impaired Persons in Lagos State Special Libraries

The rapid development in technology has transformed all spheres of life. Information Communication Technology has revolutionaries the accessibility and use of information resources in the contemporary world. However, people who are visually impaired encounter challenges in accessing information resources and services in the libraries especially ICT and it is as a result of their customised library collections being mostly in Braille formats. Provision of ICT tools for the visually impaired has received tremendous attention all over the world. Information resources for the visually impaired are converted into formats that are usable to them; these formats include Braille, talking books/audio recordings and large prints to meet their information needs which are the manual format of information source. The study adopted a descriptive research design. Total enumeration sampling technique was used. Data were collected with the use of a structured questionnaire that was converted into Google form on ICT Tools as Provision for Information to the Visually Impaired Persons in Lagos State Special Libraries. The population of this study comprised of 104 of all the visually impaired using the two special libraries in Lagos state. Frequency counts, percentages, mean, standard deviation, were used to analyse the data. The result shows that the Assignment, Health and Scholarship are the major information needs of Visually Impaired Persons. The result also show that Speech synthesis (x = 1.92), Computers (x = 1.92) was ranked highest majorly, Internet connectivity (x = 1.81), speech-to-text engine (x = 1.75) and Retina implant (x = 1.09) were ICT tools available for the visually impaired. The result also show that lack of marketing of library services to the visually impaired, inadequate funds to acquire individual ICT tools and Lack of awareness were the major challenge encountered by Visually Impaired students. In conclusion Libraries meant for people with special needs should provide enough ICT tools to the visually impaired to meet their needs. Recommended that library should train staff on how to assist the visually impaired persons on the usage of the ICT tools available in the library. Library should make available ICT tools visually impaired students

Aspects of Teaching and Learning English as a Foreign Language in the Case of Blind and Visually Impaired Learners in Estonia

Juhendaja: Ülle Türk & Anne KõivIt is assumed that blind and visually impaired foreign language learners experience more difficulties in their foreign language learning than sighted learners as they need adaptive and technical accommodations in their learning process. In addition, their opportunities for implicit foreign language learning are more limited. There are several obstacles connected with the absence of visual information and a necessity for adapted study and testing materials. The aim of this Master’s Thesis is to describe and analyse the factors influencing the process of teaching/learning English as a foreign language in the case of students with blindness or low-vision and to highlight the supportive measures used in practice. The main attention is paid to the accessibility issues, such as adapted study materials for the blind/visually impaired learners; accommodations and promising activities and ways of organizing teaching/learning process. For getting answers to the research questions on those issues, two surveys were carried out: one among learners with blindness/low-vision and the other among foreign language teachers of visually impaired students in Estonia. There were 32 respondents among visually impaired learners and 12 among foreign language teachers. Two different questionnaires were developed and administered among the sample groups. In the sections of analysis, the main aspects of teaching/learning English and foreign languages in learners with blindness/low-vision are highlighted from the point of view of foreign language teachers of visually impaired students and blind/visually impaired foreign language learners. In addition, the topic of accommodations of foreign language examinations is discussed according to the responses of a focus group interview with two specialists in the field. Some suggestions are provided after the section of discussion. This information may be beneficial to EFL teachers of visually impaired students both in special and mainstream schools. Due to the strengthening of the inclusive approach in Estonian education policy, mainstream school EFL teachers may need additional knowledge of special educational needs of this field, even though the occurrence of blindness/visual impairment is relatively small

Beyond the Marrakesh VIP Treaty: Typology of copyright access-enabling provisions for persons with disabilities

This paper builds upon the evidence drawn from a scoping study on access to copyright works by persons with disabilities. It identifies and discusses specific access‐enabling technologies for persons with aural, cognitive, physical, and visual disabilities and how they are affected by the exercise of exclusive rights. It shows how, and the extent to which states\u27 ratification of the Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired, or Otherwise Print Disabled (Marrakesh Treaty) has enabled the making of accessible format of copyright works for persons with disabilities. To this end, the paper examines patterns and trends of accessible format enabling provisions in the copyright laws of World Intellectual Property Organization (WIPO) member states

Evaluating the Accessibility of Digital Government Services for Family Law in the U.S. during the COVID-19 Pandemic

The COVID-19 pandemic forced state courts to more fully embrace electronic filing, access to forms, and remote hearings. As a result, individuals navigating the legal system during this transition had to rely on digital access to court forms. While the courts have been praised for their ability to adapt, the extent to which online court forms are accessible for individuals with disabilities remains an open question. In this preliminary study focused on the policy implications of inaccessible court forms, we evaluated the accessibility of PDF divorce forms used in 10 states. The study revealed that that none of the forms were completely accessible, suggesting that individuals with disabilities may find it challenging -- if not impossible -- to independently complete and fill out family law courts forms. This lack of accessibility is more than a technical issue, as it also raises concerns about “accessibility to justice.

Designing and Evaluating Accessible E-Learning for Students with Visual Impairments in K-12 Computing Education

This dissertation explores the pathways for making K-12 computing education more accessible for blind or visually impaired (BVI) learners. As computer science (CS) expands into K-12 education, more concerted efforts are required to ensure all students have equitable access to opportunities to pursue a career in computing. To determine their viability with BVI learners, I conducted three studies to assess current accessibility in CS curricula, materials, and learning environments. Study one was interviews with visually impaired developers; study two was interviews with K-12 teachers of visually impaired students; study three was a remote observation within a computer science course. My exploration revealed that most of CS education lacks the necessary accommodations for BVI students to learn at an equitable pace with sighted students. However, electronic learning (e-learning) was a theme that showed to provide the most accessible learning experience for BVI students, although even there, usability and accessibility challenges were present in online learning platforms. My dissertation engaged in a human-centered approach across three studies towards designing, developing, and evaluating an online learning management system (LMS) with the critical design elements to improve navigation and interaction with BVI users. Study one was a survey exploring the perception of readiness for taking online courses between sighted and visually impaired students. The findings from the survey fueled study two, which employed participatory design with storytelling with K-12 teachers and BVI students to learn more about their experiences using LMSs and how they imagine such systems to be more accessible. The findings led to developing the accessible learning content management system (ALCMS), a web-based platform for managing courses, course content, and course roster, evaluated in study three with high school students, both sighted and visually impaired, to determine its usability and accessibility. This research contributes with recommendations for including features and design elements to improve accessibility in existing LMSs and building new ones

Review of disability equality schemes and practice in schools and pupil referral units

Over the last three years, mainstream schools and pupil referral units (PRUs) have improved the way they promote disability equality and access but special schools succeed better than both sectors. Almost all schools and PRUs have a published accessibility plan and a disability equality scheme that includes an updated action plan which is approved by their governing body. Schools’ schemes, action plans and practice vary considerably in scope and quality. The best action plans identify intended actions, timelines and responsibilities for actions. The majority of schemes focus on pupils with physical or visible disabilities, rather than the full range of disabilities. Most parents and pupils are unaware of these plans and schemes. Schools and PRUs do not evaluate the impact of their schemes well enough. In most schools and PRUs, better partnership working is improving outcomes for people with disabilities. Partnerships between special and mainstream schools widen the opportunities and improve support for pupils with disabilities. Most pupils with disabilities and their parents are positive about the pupils’ educational and social progress. Most schools and PRUs make favourable adjustments and adaptations to the curriculum and the school environment that are appropriate to pupils’ individual needs. All schools have anti-bullying policies. Although a small minority of pupils with disabilities in mainstream schools say that they have been bullied, they are positive about the actions their schools take to address this bullying. Throughout this report, the term ‘schools’ will refer to mainstream and special schools and PRUs