No abstract

No abstract

Line graphs stand as an established information visualisation and analysis technique taught at various levels of difficulty according to standard Mathematics curricula. Blind individuals cannot use line graphs as a visualisation and analytic tool because they currently primarily exist in the visual medium. The research described in this paper aims at making line graphs accessible to blind students through auditory and haptic media. We describe (1) our design space for representing line graphs, (2) the technology we use to develop our prototypes and (3) the insights from our preliminary work.

This study examined the relationship between the employment status of visually impaired college graduates in Great Britain and their social networks, both formal and informal. The unemployed graduates had less extensive support networks to help them find jobs; used contacts in less directive ways; and socialized in more structured, group-centered ways than did the employed graduates.

This was one of several papers given at the RNIB Seminar on The Disability Discrimination Act and Education held at the University of the West of England, Bristol in November 1995. In this study 51 visually impaired graduates were interviewed on issues relating to their studies and the transition from higher education and post- graduation to employment. The study found that 55% of graduates were in employment and that this figure included only a very few who were under-employed. No link was found between the chance of equitable employment and the degree of visual loss but there was a slight tendency for females to succeed post-graduation compared with males. When questioned about the types of supportive intervention they required to assist transition, graduates expressed a need for a range of provision. The nature of the response sometimes depended on whether graduates were unemployed or employed.

About 60% of the children who are visually impaired (that is, are blind or have low vision) in the United Kingdom attend mainstream schools, and the remainder attend special schools (Clunies-Ross & Keil, 1999). In the past few years, educators have attempted to move beyond the limitations of integration toward inclusive learning by matching what learners learn best with what is required for successful learning to occur (Tomlinson, 1996).Nevertheless, experiences with integration, both good and bad, at various levels of education continue to affect the life experiences of people with visual impairments in the United Kingdom. A review of the literature revealed great variability in these experiences. In addition to autobiographical reports by blind people of their experiences (see, for example, Gosch, 1996), much research has explored the achievements of children with visual impairments and students in mainstream education (see, for example,

Korea and Scotland were compared regarding the social support offered in the periods after childbirth. It was predicted that Korean mothers would be more satisfied with their form of support than Scottish mothers, on account of the different family structure in the two countries (extended family in Korea, nuclear family in Scotland). Fifty-two Scottish mothers and 105 Korean mothers were interviewed six to ten weeks after childbirth (using the Social Support Inventory). The results showed that this prediction had to be rejected. In fact, Scottish mothers valued their support more than Korean mothers, although Scottish mothers actually received much less support on the whole. It was concluded that in both countries the actual support received was of less importance than the support the mothers thought their due (i.e. in line with the customs of their culture).

No abstract