The study on the conditions and needs for computerization of mathematics education of visually impaired students in Poland

Rubin, Małgorzata; Faderewski, Marek; Mikułowski, Dariusz

doi:10.15219/em58.1154

Cited by 3 publications

(1 citation statement)

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“…In this grounded theory study, the authors used more general questions about blind adults' experiences in using new digital devices, assessment of their digital competences, descriptions of their specific needs for new solutions in the context of ageing, and their feelings about their prospects for future self-development. Blind adults are often perceived as digitally excluded in Poland, despite the low number of research studies in this topic [13]. Therefore, it was interesting to conduct this qualitative study and to discuss the potentials for change of the blind adults' individual and social situation in contemporary technologically advanced societies.…”

Section: Introductionmentioning

confidence: 99%

Ageing and Keeping Pace with Technology: A Grounded Theory Study on Blind Adults’ Experiences of Adapting to New Technologies

Betlej

Gondek²,

Gondek³

2023

IJERPH

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This study investigated blind adults’ experiences of adapting to digital technologies. The authors’ focus was on how they have been experiencing changes implied by digital transformation, which provided the starting point for assessing their prospects and/or limitations for self-development through new technologies in the future. The second point concerned designing technologies for blind adults by adding questions about their specific needs and expectations for digital device designers. To develop these main issues, we planned a qualitative grounded theory study in which 16 blind adults were individually interviewed. It aimed to provide rich descriptions of a selected phenomenon. The research analysis was conducted by using the sociological and philosophical methods, which provided insights into the social assessment of digital development for ageing by blind adults. The data analysis revealed five distinct categories that captured these experiences and expectations: (1) wishing to learn—“Digital technology gives me privacy and independence”; (2) having to learn—“If you do not have new digital devices or do not know how to use them, you end up on the margins of society”; (3) being socially excluded—“Designers of new technologies do not think about blind adults”; (4) fearing to stop understanding—“Technological development is too rapid, it is difficult to be on time while ageing”; and (5) waiting for the changes—“I hope my situation will change in the future”. Together, these five categories form the basis of the core category “Ageing and keeping pace with technology”, which encapsulates the initial adaptation experiences of the interviewees to the technological development. The findings indicate that the blind adults experienced digital devices as tools for improving their well-being, but they also saw them as posing the threat of being socially excluded because of new technology designs and accessibility barriers.

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Section: Introductionmentioning

confidence: 99%

Ageing and Keeping Pace with Technology: A Grounded Theory Study on Blind Adults’ Experiences of Adapting to New Technologies

Betlej

Gondek²,

Gondek³

2023

IJERPH

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Sight, touch, hearing – the current digital options and challenges in access to math content for learners with visual impairments

Wiazowski¹

2018

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Mathematics as a mandatory subject for maturaexams needs to be taken by all high school students, including those with visual impairments. Naczelna Izba Kontroli (or Supreme Audit Office) reported in 2012 that 45% of Polish schools had inadequate learning material for learners with disabilities. It seemed prudent to investigate whether teachers and students have options to choose from. Furthermore the author implies that for any existing digital learning aids to be effective, the best format should be established. Available solutions usually have a combination of input and output methods ranging from visual, auditory to tactile or vibro-tactile systems. The author also discusses advantages and disadvantages of traditional versus digital learning aids and teachers' views of available accessible math instructional solutions.

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Does tactile image have to be tactual?

Wiazowski

2020

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This article is an analysis of educational assistive technologies that support learners with visual impairments in access to and interaction with graphics for mathematics and related academic areas. We will focus on options for students who require non-visual displays accessed via different remaining senses. Images, diagrams, tables or graphs constitute a significant portion of contemporary math textbooks students work with in schools (Dias et al., 2010; Edman, 1992). They convey information in a more succinct format or illustrate concepts that need a graphical presentation. Options available to put the students with visual impairments on a par with their sighted peers when it comes to creating and interacting with non-visual graphics will be listed and discussed. What has been thought of touch-only information delivery format, has been gaining a new interaction and exploration modality. We will propose a classification of non-visual graphics and how these different propositions impact the didactic process.

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The study on the conditions and needs for computerization of mathematics education of visually impaired students in Poland

Cited by 3 publications

References 0 publications

Ageing and Keeping Pace with Technology: A Grounded Theory Study on Blind Adults’ Experiences of Adapting to New Technologies

Ageing and Keeping Pace with Technology: A Grounded Theory Study on Blind Adults’ Experiences of Adapting to New Technologies

Sight, touch, hearing – the current digital options and challenges in access to math content for learners with visual impairments

Does tactile image have to be tactual?

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