Learning technologies for people with disabilities

Laabidi, Mohsen; Jemni, Mohamed; Ayed, Leila Jemni Ben; Brahim, Hejer Ben; Jemaa, Amal Ben

doi:10.1016/j.jksuci.2013.10.005

Cited by 63 publications

(42 citation statements)

References 8 publications

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“…r E-accessibility supports VI people in learning (Laabidi et al, 2014;Singh, 2013). r E-accessibility increases the integration of VI people into the educational system and workforce (Isaila & Nicolau 2010).…”

Section: E-accessibilitymentioning

confidence: 99%

“…Access to information helps disabled people to manage their social contacts, coordinate their social events, and share their experiences and feelings. It has been reported that personalised and affordable e-accessible technologies support the learning process for people with visual impairment (Laabidi, Jemni, Jemni Ben Ayed, Ben Brahim, & Ben Jemaa, 2014;Singh, 2013; an internet library project was designed to provide access to online information and services for VI persons). Isaila and Nicolau (2010) argue that e-accessibility offers many opportunities for people with special needs that are unavailable through other media, and that VI people using this media can be effectively integrated into the education system, labour market, and greater society.…”

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confidence: 99%

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A Systematic Literature Review of the Application of Information Communication Technology for Visually Impaired People

Ashraf

Hasan²,

Lewis

et al. 2016

Int. J. Disabil. Manag.

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T echnological advancement in general is providing better and cheaper solutions to assist the visually impaired (VI) community. Although information communication technology (ICT) has great potential to support the inclusion of VI people in educational, social and workforce settings, there are far fewer ICT projects for VI people compared to other projects. This systematic literature review provides our findings on the existing state of ICT projects and describes outstanding issues in ICT support of VI people. Based on our findings, we suggest increased collaboration among healthcare professionals, caregivers, programmers, engineers, as well as policy makers; and adoption of policies in future ICT projects for VI people. A wide search of seven journal databases found a relevant cross-section of articles that were published between 2010 and 2015. Software Zotero Standalone and EndNote were used to screen and maintain metadata. After the initial screening of 6993 titles, 683 abstracts were scrutinised, from which 55 full text articles were selected for final review. We analysed and synthesised 37 articles. Our findings show the progress, awareness, interest, and issues in ICT integration to improve the quality of life for VI people. Three emergent topics for VI people are (a) assistive technology, (b) e-accessibility, and (c) virtual interfaces. Our findings suggest that ICT-aided applications can bring positive changes for VI people. We advance several issues that should be addressed and further developed, collaboratively, to spread awareness and invoke new policies aimed to improve the quality of life of VI people. Keywords: information communication technology (ICT), visually impaired (VI) people, systematic literature review, thematic analysisAccording to the most recent survey by the World Health Organization (WHO), the number of visually impaired (VI) people in the world is 285 million, where approximately 39 million people are blind (Mariotti, 2012). Visual impairment includes both low vision and blindness (WHO, 2007). The majority of people with visual impairment (about 90%) live in developing countries and about 65% are aged 50 or above (Mothiravally, Ang, Baloch, Kulampallil, & Geetha, 2014). Only 14% to 20% of people in developed countries suffer from disabilities in general, and these people have greater opportunities to take advantage of ICT-aided tools (Hogan, Kyaw-Myint, Harris, & Denronden, 2012). Numerous studies have been conducted focusing on people with disabilities from a sociological point of view. McAnaney and Williams (2010) suggest using action research methods for disability management. Hogan et al. (2012) contend that people with disabilities face significant inequity of remuneration, globally, due to the perception of a lack of skills and employment accommodations for particular roles. Niehaus and Marfels (2010) identify the key competencies of disabled people by using factor analysis and investigate the scope of their integration into the workforce and mainstream society. However, ther...

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Section: E-accessibilitymentioning

confidence: 99%

mentioning

confidence: 99%

A Systematic Literature Review of the Application of Information Communication Technology for Visually Impaired People

Ashraf

Hasan²,

Lewis

et al. 2016

Int. J. Disabil. Manag.

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show abstract

“…Sampson and Zervas [15] proposed a tool and service to develop an accessibility e-training resource for those with motor disability and low vision by extending the IEEE LOM standard to handle the accessibility and competence characteristics presented by Sampson and Zervas [15]. However, the content so designed is specific only to the accessibility requirements of a particular user group [21]. EU4ALL [22] emphasised functional disabilities in terms of content, display, and control.…”

Section: A Providing Materials For Disabled Peoplementioning

confidence: 99%

Matching learning material to people with disabilities based on competence and functional capability

Mongkolsripattana

Wald

Wills

2016

2016 International Conference on Information Society (I-Society)

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Abstract-Lifelong learning is a very important activity especially for disabled learners. Learning technology allows disabled learners to acquire knowledge and skills more conveniently and effectively. Designing a learning environment should consider accessibility in order to provide an opportunity for those learners to access learning material and information. Much research has focused on improving the discovery of learning materials suitable for the needs of those with disabilities. However, there is no standard approach to adaptive techniques for discovering suitable materials. Most current practice focuses on disability type without considering learners' competence. This research proposes a model that addresses the challenge of accessible learning material based on people's competences and functional capability. This model includes data preparation, matching, and presentation.

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“…Information and Communication Technologies (ICT) can play a crucial role in supporting rehabilitation for individuals with disabilities (Laabidi et al, 2014). For example, the use of serious games in cognitive and/or physical rehabilitation would be invaluable to the rehabilitation process and provides advantages that are lacking in conventional techniques, and more importantly it would increase the effectiveness and efficiency of rehabilitation.…”

Section: Introductionmentioning

confidence: 99%

Investigating therapists’ intention to use serious games for acquired brain injury cognitive rehabilitation

Elaklouk

Zin

Shapi’i

2015

Journal of King Saud University - Computer and Information Scie

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Acquired brain injury is one cause of long-term disability. Serious games can assist in cognitive rehabilitation. However, therapists' perception and feedback will determine game adoption. The objective of this study is to investigate therapists' intention to use serious games for cognitive rehabilitation and identify underlying factors that may affect their acceptance. The respondents are 41 therapists who evaluated a ''Ship Game'' prototype. Data were collected using survey questionnaire and interview. A seven-point Likert scale was used for items in the questionnaire ranging from (1) ''strongly disagree'' to (7) ''strongly agree''. Results indicate that the game is easy to use (Mean = 5.83), useful (Mean = 5.62), and enjoyable (Mean = 5.90). However intention to use is slightly low (Mean = 4.60). Significant factors that can affect therapists' intention to use the game were gathered from interviews. Game-based intervention should reflect therapists' needs in order to achieve various rehabilitation goals, providing suitable and meaningful training. Hence, facilities to tailor the game to the patient's ability, needs and constraints are important factors that can increase therapists' intention to use and help to deliver game experience that can motivate patients to undergo the practices needed. Moreover, therapists' supervision, database functionality and quantitative measures regarding a patient's progress also represent crucial factors. ª 2015 The Authors. Production and hosting by Elsevier B.V. on behalf of King Saud University. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

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Learning technologies for people with disabilities

Cited by 63 publications

References 8 publications

A Systematic Literature Review of the Application of Information Communication Technology for Visually Impaired People

A Systematic Literature Review of the Application of Information Communication Technology for Visually Impaired People

Matching learning material to people with disabilities based on competence and functional capability

Investigating therapists’ intention to use serious games for acquired brain injury cognitive rehabilitation

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