Social inclusion of employees who are blind or low vision

Naraine, Mala D.; Lindsay, Peter H.

doi:10.1080/09687599.2011.567790

Cited by 48 publications

(40 citation statements)

References 14 publications

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“…Most theoretical models of social exclusion include variables such as income, employment, education and health (Gallie, Paugam, & Jacobs, 2003;Naraine & Lindsay, 2011). Helsper (2012, taking into account the main variables included in studies dealing with social exclusion, a theoretical model that relates the exclusion traditional sense (offline) with digital exclusion (online).…”

Section: Digital Divide and Social Exclusionmentioning

confidence: 99%

Collaborative learning in environments with restricted access to the internet: Policies to bridge the digital divide and exclusion in prisons through the development of the skills of inmates

Barreiro‐Gen

Novo-Corti

2015

Computers in Human Behavior

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a b s t r a c tThe deprivation of freedom for the prisoners, involves not only physical isolation, but also digital, which implies a strong isolation particularly painful in an ''information society''. Spanish prison population is deprived of access Internet and all ICT that could contact inmates with outdoor life, this is mainly due to security issues. Not having enough ICT skills is a new cause of social exclusion. The objective of this research was to identify the key issues which should be focused by policy makers to avoid digital divide among prison population. A survey among inmate population in all the five penitentiary centers in Galicia, in the northwest of Spain, was undertaken to obtain a sample of 380 inmates. A Structural Equation Model (SEM) was carried out to explain prisoners' ICT Skills, in bias to inmate's social skills, general skills and attitude towards collaborative learning. For inmates, who are characterized by their low education level, results shown the relevance of having general and social skills to be able to have more ICT skills. Then, collaborative learning in prison it is shown as a way to bridge both walls: the physical (better reinsertion and no recidivism) and the digital one.

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Section: Digital Divide and Social Exclusionmentioning

confidence: 99%

Collaborative learning in environments with restricted access to the internet: Policies to bridge the digital divide and exclusion in prisons through the development of the skills of inmates

Barreiro‐Gen

Novo-Corti

2015

Computers in Human Behavior

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“…Of this population, 19 million children are visually impaired, and 1.4 million are irreversibly blind for the rest of their lives [35]. For these children, visual impairment often leads to serious social challenges such as lack of future employment, decreased social participation and barriers to education [2], [3], [4]. To help combat childhood illiteracy, Digital Learning for Development and All Children Reading (ACR GCD) urged researchers to explore the barriers that children with sensory disabilities in the Philippines face that impede their ability to learn and read [36].…”

Section: The Need For Improved Technologies For Individuals With Visumentioning

confidence: 99%

“…In Canada it is estimated that half a million people live with significant vision loss that affects their quality of life [2]. Many people with visual impairments (low vision or blindness) have difficulty gathering information from their surroundings or communicating with others [3], [4], [5]. Education, job opportunities and social participation are limited as a result [2], [3], [4].…”

Section: Introduction Introductionmentioning

confidence: 99%

“…Many people with visual impairments (low vision or blindness) have difficulty gathering information from their surroundings or communicating with others [3], [4], [5]. Education, job opportunities and social participation are limited as a result [2], [3], [4]. In September of 2016, Digital Learning for Development and All Children Reading released a "Grand Challenge for Development" to explore the barriers that children with sensory disabilities in the Philippines face that impede their ability to learn and read.…”

Section: Introduction Introductionmentioning

confidence: 99%

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Matuto, Magbasa, Maglaro: Learning to read braille through play

MASc

Pinder

Davies

2019

Assistive Technology

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In 2016, Digital Learning for Development and All Children Reading released a "Grand Challenge for Development" urging researchers to explore the barriers that children with sensory disabilities in the Philippines face regarding learning how to read. Close to half a million people are blind and many more have low vision in the Philippines. The primary goal of this study was to engage in the co-design process to create a device to help children in the Philippines and Canada with visual impairments learn braille.Questionnaires that aimed to identify the barriers of using existing devices for reading were released to participants in the Philippines and Canada. Results showed that problems with existing devices were associated with device accessibility, portability, durability, usability and function. Participant feedback was further analyzed and incorporated in the brainstorming of a device that could help teach braille to children with visual impairments in the Philippines and Canada. Using results from a weighted evaluation matrix analysis and feedback from partners in the Philippines and Canada who taught reading to persons with visual impairments, a design was selected to prototype. Two prototypes were created. The most current prototype was an interactive pegboard that mimicked four braille cells. The device asked the user to form a letter or spell a four-letter word in braille using pegs, then either congratulated or corrected the user depending on the user's performance. Usability testing showed that participants liked the device and found it easy to use and interactive. Suggestions for improvement included adding various modes for users of varying reading levels, reducing the size, weight and cost of the device and adding a headphone port.Results from this study highlight advantages of engaging in the co-design process and provide important data for other researchers developing devices for persons with visual impairments.iii

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“…The second factor is determined by the diversity of the work and to what extent inclusive practices of labor are valued and used by managers and colleagues [34,35]. However, compared to healthy workers, those with disabilities report more cases of hidden discrimination, such as expulsion from informal meetings or ignoring them therein [36]. Considering that subtle discrimination is just as harmful as its open forms, it seems crucial to prevent any discrimination against employees with disabilities and special needs [37].…”

Section: Major Problems and Possible Solutionsmentioning

confidence: 99%

Psychological support for professional development of people with disabilities and special needs: An overview

Chernaya

Obukhova

2019

SHS Web Conf.

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The paper addresses some core problems pertaining to psychological support for professional development of disabled people and individuals with special needs as well as means of their resolution in Russia and abroad. Underscored is the need for relevant prophylactic, correctional and educational programs designed to: (1) provide assessment of adequacy of occupational choice; (2) promote effective professional education, training, and career building; (3) implement monitoring of professional adaptation and development of people with disabilities and special needs as the primary target population.

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Social inclusion of employees who are blind or low vision

Cited by 48 publications

References 14 publications

Collaborative learning in environments with restricted access to the internet: Policies to bridge the digital divide and exclusion in prisons through the development of the skills of inmates

Collaborative learning in environments with restricted access to the internet: Policies to bridge the digital divide and exclusion in prisons through the development of the skills of inmates

Matuto, Magbasa, Maglaro: Learning to read braille through play

Psychological support for professional development of people with disabilities and special needs: An overview

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