Use of Assistive Technology for Teaching-Learning and Administrative Processes for the Visually Impaired People

Silman, Fatoş; Yaratan, Hüseyin; Karanfiller, Tolgay

doi:10.12973/eurasia.2017.00945a

Cited by 17 publications

(9 citation statements)

References 19 publications

(9 reference statements)

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“…Studies about the use of mobile devices for children with SEND dates to 2000 in Turkey (Silman, Yaratan, & Karanfiller, 2017). For instance, a study conducted with parents of children with SEND showed that parents have positive attitudes towards using new tools and mobile applications (Kuzu, Cavkaytar, Odabaşı, Erişti, & Çankaya, 2014).…”

Section: Mobile Education Technologies In Turkeymentioning

confidence: 99%

“…It was underlined that "the software developed as a special education aid is not sufficient for the teaching of different knowledge and skills" (Silman et al, 2017, p.369), which means that applications were not adaptive to individual children's learning differences. For this reason, researchers developed software that can be adapted to different levels and learning speeds of an individual child with SEND (Silman et al, 2017). This software aimed to teach the basic concepts of quantity, width, length, and size.…”

Section: Mobile Education Technologies In Turkeymentioning

confidence: 99%

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Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Durgungoz

2021

EJSE

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This research explores the use of touchscreen devices with children with special educational needs and disabilities (SEND) regarding their engagement with schoolwork. The participant children’s attention, interaction and success with tablet computers and traditional materials were evaluated to fulfil the research aims. The study was conducted in a special needs education institution in Turkey. Video recording and observation were used to collect data. Seven students with different special needs participated in this study. Four sessions were held with each child; two sessions were held with traditional materials, and the other two sessions were held with the touchscreen device. Paired Sample T-Test was used to assess children’s attention and interaction time within two different conditions. Wilcoxon Test was used to analyse the success of children. The results show that the participants’ attention time was longer with the touchscreen device. Children’s interaction time and their success with the device were related to the mobile application. Observation data indicated that not all aspects of the applications were suitable for the students, which negatively affected their learning experience. This study concludes that although an increase of interest in introducing a new tool might have a primary role in the participants’ engagement, digital mobile devices could become indispensable for children with SEND. Therefore, more efforts should be canalised into developing mobile software that is carefully tailored for specific disabilities and individual needs. Article visualizations:<img src="/-counters-/edu_01/0729/a.php" alt="Hit counter" />

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Section: Mobile Education Technologies In Turkeymentioning

confidence: 99%

Section: Mobile Education Technologies In Turkeymentioning

confidence: 99%

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Durgungoz

2021

EJSE

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“…To provide visually-impaired students with better campus life, several studies investigated how assistive technologies can assist such students (Abner & Lahm, 2002;Kamaghe et al, 2020;Kelly, 2009;Kelly & Smith, 2011;Kose & Vasant, 2020;Silman et al, 2017). The inclusion of visually impaired students also sparked interest among researchers about staff and teachers' attitudes and perceptions regarding the inclusion of such students (Herold & Dandolo, 2009;Pearson et al, 2019;Praisner, 2003;Ravenscroft et al, 2019).…”

Section: B Literature Reviewmentioning

confidence: 99%

There Is More Than Meets the Eye: Success Stories of a Visual Impaired Student and Lecturer

Delport

2021

INKLUSI

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Although Higher Education Institutions have come a long way in including students with disabilities, many students still experience exclusion or "otherness" among their abled peers. Currently, there is a gap in research where the focus is on the abilities and success stories of such individuals rather than their disabilities, the barriers they face, or the adjustments made to meet their needs. This research aims to share the success stories of a visually impaired student and his visually impaired lecturer at a South African University. Semi-structured, in-depth individual interviews were used as collection instruments where after the data was analyzed. The appreciation for friends outweighed the physical barriers. Through perseverance and hard work, the disabled student proved her teacher wrong by successfully entering university and completing her Ph.D.. Both participants looked beyond their limitations and realized their capabilities.[Meskipun usaha untuk mewujudkan perguruan tinggi inklusif sudah dilakukan sejauh ini, tetapi banyak mahasiswa difabel yang masih merasakan ‘keberbedaan’ dirinya dari mahasiswa lain. Inklusi penyandang disabilitas harus mengarah pada peningkatan partisipasi dalam tatanan yang menghasilkan siswa, teman, atau guru terbaik. Saat ini, ada kesenjangan dalam penelitian yang fokusnya adalah pada kemampuan dan kisah sukses individu tersebut daripada disabilitas mereka, hambatan yang mereka hadapi, atau penyesuaian yang dilakukan untuk memenuhi kebutuhan mereka. Penelitian ini bertujuan untuk berbagi kisah sukses seorang mahasiswa tunanetra sekaligus dosen tunanetranya di Universitas Afrika Selatan. Melalui ketekunan dan kerja keras, para difabel dalam tulisan ini membuktikan apa yang dianggap tidak mungkin. Kedua subyek melampaui keterbatasan mereka dan menyadari kemampuan mereka.]

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“…Assistive Technology requires the use of some applications that support the learning cycle. Assistive Technologiesology includes any item that enhances, retains, or revives devices [2].…”

Section: Introductionmentioning

confidence: 99%

Assistive Technology and Its Impact on Educational Achievement for Visually Impaired Students at SKPK Princess Elizabeth

Abualrejal

Shtawi

Hassan

et al. 2021

Proceedings of International Conference on Emerging Technologies and Intelligent Systems

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Assistive Technology is crucial for visually impaired students to gain access to information and educational learning. Students with vision problems face many difficulties in learning, and using assistive technology can help them meet their educational needs. This research aims to identify and describe the kinds of modern assistive technology accessible in the classroom, the modern technology available in school, the criteria used to determine Assistive Technology, and the challenges teachers and students face. An interview was used to collect data from five students and five teachers via a phone call interview at SKPK Princess Elizabeth. The study revealed that the utilization of current learning helps materials had a high commitment to understudies' relational abilities and schooling learning. In this manner, the learning helps materials emphatically sway on these students in their schooling regions and everyday life and accomplish adequate and well-rounded schooling quality for understudies with visual disability.

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Use of Assistive Technology for Teaching-Learning and Administrative Processes for the Visually Impaired People

Cited by 17 publications

References 19 publications

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

There Is More Than Meets the Eye: Success Stories of a Visual Impaired Student and Lecturer

Assistive Technology and Its Impact on Educational Achievement for Visually Impaired Students at SKPK Princess Elizabeth

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