“What page, Miss?” Enhancing Text Accessibility with DAISY (Digital Accessible Information SYstem)

Abstract

Introduction The provision of specially formatted materials is a complex and increasingly difficult task, given the extensive and burgeoning range of texts and resources available for classroom use. The need to extend the provision of accessible formats to include digital resources (in addition to braille, audio, and large print) led to a study that examined the benefits of providing curriculum materials in DAISY (Digital Accessible Information SYstem). The pilot study—Enhancing Text Accessibility for New Zealand Students, which was undertaken in 2008 and 2009—was designed as a qualitative study to determine the advantages and disadvantages of DAISY books compared with traditional formats and to evaluate the DAISY-related training needs of students and support staff members. Method Purposive sampling was used to select participants who were identified by resource teachers employed by the Blind and Low Vision Education Network New Zealand (BLENNZ) and the Manurewa High School Vision Resource Room. A total of 12 students in years 7–10 attending secondary schools and 13 support personnel took part in the study, which involved training, interviews, and focus group sessions. Results The overall response to DAISY was very positive, with a number of advantages over traditional formats identified. Participants were satisfied with the DAISY training they had received and reported high levels of confidence and competence in using DAISY. Discussion Significant variables were identified as affecting the use of DAISY, including student preferences, abilities, and motivation; availability of DAISY text; reliability of and support for technology; and the provision of appropriate training in DAISY. Implications for practitioners DAISY books provide a valuable adjunct to traditional accessible formats and should be a considered an option for students with visual impairments as part of their literacy provisions or “toolbox.”

Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment

“…D'Andrea's (2012) study of twelve highschool and college students in the United States with blindness or vision impairment showed that the students used a variety of toolsincluding audio-based tools -to read and write for school. The students' preferences varied; different individuals had their own specialised 'reading and writing tool-box' (see also Spooner, 2014) from which they choose tools depending on the task at hand. Students also reported that they learned to use several of these tools outside of school.…”

A Program Based on DAISY Technology to Enhance EFL Student Teachers' Speaking Skills

“…DAISY book includes text file (xml, html), image file and sound file (Mp3 or wav) (DAISY Consortium, 2007). DAISY books can be read through CDs, DVDs or internet applications on computers or smart phones (Spooner, 2014).…”

“…Reader can also skip to the index and go back to the text, use bookmark, create comments, use dictionary and even listen to specific word, look up a ward in a dictionary and also search for a text. Users have the opportunity to access DAISY from several devices; DAIASY players, computers, smart phones, tablets, IPad, etc (Spooner, 2014). Tank and Frederiksen (2007) added that when talking books were originally developed, readers were interviewed.…”

An investigation of preferences and choices of students with vision impairments on literacy medium for studying

“…Nevertheless, some populations – such as people with vision impairments (VI) or blindness – experience many barriers regarding their access to information. Spooner (2014), for example, stated that a restricted or total lack of access to appropriate learning materials for children with VI affects significantly their learning opportunities. Print braille and large print have been traditionally used for making content accessible to children with VI.…”