Mobile learning for hearing-impaired children: Review and analysis

Herrera, Susana Isabel; Manresa-Yee, Cristina; Sanz, Cecilia

doi:10.1007/s10209-021-00841-z

Cited by 4 publications

(1 citation statement)

References 66 publications

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“…In terms of research in this area, studies on digital accessibility and training for disabled learners has principally focused thus far on individual disabilities rather than adopting a universalist approach, and has investigated topics such as developing accessible e-learning platforms and environments [19; 20, 21], MOOCs [22,23], making accessible digital educational materials [24] and digital tools and apps for accessible learning [25,26,27]. However, there is little research on developing training for disabled users on making full use of the plethora of digital accessibility tools and features available nowadays.…”

Section: Advances In Digital Accessibility and New Forms Of Digital E...mentioning

confidence: 99%

Disabled users’ views and experiences of digital accessibility tools and training and the DA4You course

Black,

De Pablos-Ortega

2023

Preprint

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Digital technologies are now ubiquitous in our lives and it is of critical importance that disabled people benefit from full and equitable access to the digital world. However, digital accessibility training for disabled users is lacking, and there is little research on developing such training focusing on ways to use the broad and growing range of digital accessibility tools available today. The current study investigates disabled users’ practices, views and experiences regarding digital devices, accessibility tools and training. Data were collected from 91 participants with a range of disabilities using a questionnaire and 14 participants took part in a semi-structured interview. The findings confirm that while disabled users are making use of a wide variety of technologies and accessibility tools, digital accessibility training for such users is inadequate, with participants experiencing gaps and shortcomings in the training and support provided from their early years onwards, including at school, university and in their adult lives. Such gaps and deficiencies reinforce the digital divide between disabled and non-disabled users. Participants gave several recommendations to improve digital accessibility training. The research informed the design of the training created as part of the DA4You project, presented in this article, which was positively evaluated by participants overall. However, greater efforts are needed improve digital accessibility training for all disabled users, who are keen to have access to more and better training opportunities. The onus is on educators, trainers, administrators and policymakers, etc to make this a priority.

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