There were 80 learners with visual impairment and 5 staff members serving them. The purpose of this research paper was to explore web accessibility and use of assistive technology in accessing e-resources by students with visual impairments (VI). Coonin, B. For those who had not received training, the researcher further sought to establish the reasons for not attending or having received user education on how to access e-resources. For Quantitative methods, descriptive statistics was used while thematic analysis approach was used to analyze qualitative data. In addition they should ensure that the web sites are designed in such a way that they are accessible to this category of users. In line with the implementation of Flexible Learning Options, this Office requests the teachers especially the class adviser to facilitate our learners in accomplishing the Technology Accessibility Survey through this link bit.ly/DasmaTS2020.This will support the implementation of future endeavors relative to said intervention. In order to achieve the above mentioned objective the research sought to find out whether user education specific to accessing electronic resources was given to users with visual impairment. e-book usage of graduate students studying educational sciences in turkiye, (January), 198–210. Having enough and skilled staff in the necessary areas as per the specific needs of the library users is vital. For instance, the advances in Web 2.0 and the new virtual learning environment does not always take into consideration whether or not it is compatible with the assistive technology learners rely on (Dermody & Majekodunmi, 2011). Service provision is a very important aspect in a library setting. This is a reason good enough for the low usage of e-resources by students with visual impairment in the postmodern library. Assist, R., & Ongoz, S. (2010). This is also supported by a study carried out in Canada by Dermody & Majekodunmi (2011) who stated that there is no doubt that technology has opened the door for students with disabilities. However, if the technologies fail to match the needs of end-users, they can turn into a new barrier for PWDs. However a large number of students indicated that they lacked training on assistive technology. For example, the University of Edinburgh have developed learner-led accredited assessments that … Global Study: Three out of Four Learners Believe the Pandemic Is Revolutionizing Education, Work, Find expert information to make the most out of online learning, August 10, 2020, 08:00 This could be used as a base in the provision of more assistive technology software and facilities in the library since it proved useful to those who knew how to use. Keywords: web accessibility, assistive technology (AT), e-resources, visual impairment. This is an indication that assistive technology is a useful skill to those that have acquired it and therefore can be specifically very useful in facilitating easy access to electronic information resources. The interface of choice for nearly all digital information centres is the world wide web (www). With technology and economic upheaval changing education forever, people are learning to move forward in a vastly changed world. Doiron (2011) as cited in (Chaudhry, 2014) pointed out that reading materials in new electronic format is opening up new opportunities to bring reading to more people and suggested that schools and libraries should take advantage of this situation to promote reading. In order to make this information meaningful to the learner, self initiated information seeking behavior should be employed. 20 No. Information managers therefore have a task of ensuring that all the categories of information users are not limited in any way by the technology. We combine world-class educational content and assessment, powered by services and technology, to enable more effective teaching and personalized learning at scale. Learn more Close this message and continue, Working and learning online during a pandemic, Committed to Equity and Opportunity for All Learners, Financial results and Annual Reports and Accounts, Investor Relations and Financial Media contacts, UN Sustainable Development Goals and Pearson. Use of social networks for academic purposes : a case study. The UN Convention on the rights of persons with disabilities, article 21 asserts that “State Parties shall take all appropriate measures to ensure that persons with disabilities can exercise the right to freedom of expression and opinion, including the freedom to seek, receive and impart information and ideas on an equal basis with others and through all forms of communication of their choice ...” (Javier & Calvo, 2014). Developments in technology have transformed both face-to-face and online learning. The researcher considered it very important to establish whether the assistive technology present in the library was adequate to cater for the information access needs of users with visual impairment. AHEAD is delighted to release 'Learning from Home During Covid-19: A Survey of Irish FET and HE Students with Disabilities' - a report gathering the findings of an AHEAD survey of learners with disabilities. In this time of increased student need, some accessibility offices find themselves less equipped than before. This finding could be attributed to inaccessible web designs, low literacy levels in using electronic resources, lack of knowledge in using assistive technology and lack of motivation in using e-resources possibly caused by the above factors. However the article by Power and LeBeau (2009) suggests that academic reference librarians can provide students who use screen readers training sessions on how to navigate library databases. The task of this research paper was therefore to explore web accessibility and use of assistive technology in accessing e-resources by learners with visual impairment. However the study also showed that technology can also be a barrier. Some well-known standards has been defined to answer to the need of profiling learners preferences and needs and in this subsection we are going to describe them. Carney, S. (2003). The reliability coefficient that was obtained from the pilot study was accepted since it attained a coefficient (0.75) which the researcher considered reasonable based on Orodho (2009). On literacy levels of learners and staff on assistive technology, the paper concluded that the skills were not adequate to explore the online platform. As previously indicated, awareness in assistive technology may not mean ability to use. Research instruments: A questionnaire with both open and close-ended questions was used to collect data from learners with visual impairment while a structured interview was used for the staff. Construct validity was achieved by ensuring that all the terms used were operationally defined. We are the world’s learning company with more than 24,000 employees operating in 70 countries. Are the information websites accessible to learners with visual impairment? It is also a good policy indicator to the library management to ensuring adequate provision of screen reading and screen magnification software for use by the library users with visual impairment. Ie more users and more use. Doiron, R. (2011), “Using e-books and e-readers to promote reading in school libraries: lessons from the field”, paper presented at the IFLA Conference, 13-18 August, San Juan, Puerto Rico. This is a good indicator to the library management that it is possible for the library users who have visual challenges to use electronic resources and that those who are not able to use them can be facilitated and supported once their challenges of access are known. From a global perspective there have been some concerns about persons with disabilities. electronic versions of newspapers, job applications). It could also be due to the consideration of high staff knowledge on other library operations during staff recruitment without keen interest on the staff knowledge on assistive technology for the staff serving at the section of users with special needs. The specific objectives were: To establish the literacy levels of students and staff in adaptive technology (AT), to find out whether the information websites are accessible to learners with visual impairment, to describe the successes in using assistive technology on the e-platform, and to describe the training offered to learners with visual impairment on access to e-resources. The graphic display may pose several challenges hence the need to explore how users with visual impairment view them as they search the web. Freedom to learn for the 80's. This is an indication that since the library is a key facility in information seeking; the management could consider organizing formal training sessions on assistive technology either at the library or consider recommending such training through a relevant department like that of special education or through the directorate of disability services. A strategy for education providers and the technology industry to help improve and increase the effective use of technology in education. However, the area of accessibility to the digital information centre by the special group of users with visual impairment has not been touched on through research. Complete guide to survey questions with survey examples and sample survey questions that include question types, answer types and good questions for a survey like the Dichotomous Survey Question, Multiple Choice Question, Rank Order Scaling Question, Rating Scale Question, Semantic Differential Scale, Stapel Scale Question, Constant Sum Survey Questions and much more! Technology for learners with literacy difficulties is used widely in higher education, but not yet in schools. A strong interest in attaining digital skills to thrive through and beyond the pandemic. Learners who rely on screen readers experience barriers accessing information due to their rich graphical interfaces and complex web designs of proprietary online databases. Data was analyzed using both quantitative and qualitative methods. The findings contradict earlier findings by (Carney, 2003) which showed that the use of computers is particularly important to students with visual impairments, as their ability to use written communication can be enhanced and access to information improved. Use of adaptive technology was investigated and its influence on access to e-resources established. Wednesday, 20th May 2020. From an accessibility perspective this has at least allowed standard approaches to be developed to try to ensure that all users are able to access all services (Brophy & Craven, 2007). On web accessibility, the research paper recommends that the library and information centre managers should ensure that the library websites are accessible to persons with visual impairment. Whether a material or technology is designed from the start to be accessible for all learners or is made accessible for learners with disabilities, it is considered AEM. “Learners are resilient, so they are learning and moving forward in new ways to seize that opportunity, no matter what the future holds.”. On the other hand, assistive technology is very important tool in the life of every individual with visual impairment and more so to those who are searching for information. The student should participate fully in the process of searching for information and have control over the type of information sought and the entire searching process. Specifically 52.8% which constituted more than half of the sampled students indicated that it is not easy to access and use e-resources. After analysis; tables, graphs and charts were used to present quantitative data while qualitative data was presented in textual mode. Web survey powered by SurveyMonkey.com. We believe that wherever learning flourishes so do people. As they come to terms with this new reality, learners want schools and governments to address inequality in the learning experience, and desire digital skills they believe they will need to thrive in the new economy. 50, pp. This can be through offering access skills, AT skills and creating accessible websites. doi:10.1108/JAT-09-2013-0029. Their responses were as presented in figure 6: The findings indicated that more than half of the students engaged in the study either disagreed or strongly disagreed to the statement that ‘it is easy to access and use e-resources’. Peer-reviewed paper Accessibility of Apple iPad for partially sighted users : pilot study. However, in addi­tion to this, the information provided on screen must be presented in a way that can be interpreted by any kind of access technology. Research Design: The study adopted a descriptive survey research design. Dermody, K., & Majekodunmi, N. (2011). The findings of this paper are aimed at informing policy in the provision of access literacy skills especially on an e-platform. (2013). Javier, F., & Calvo, M. (2014). This is in line with findings by Carney (2003) that appropriate selection of devices and technology, and subsequent training, is crucial for ensuring proper use of such devices. doi:10.1353/lib.2007.0029, Brophy, P., & Craven, J. It is therefore important for the university management through the library management to come up with a strategy of ensuring that the students who join the university without these skills benefit, and with a keen eye on improving access to e-resources as well. Merrill Publishing Company. They found that vendors rated their products as mostly accessible. How successful is the use of adaptive technology on the e-platform? and Thohira, M. (2007), “Accessibility of web-based information centre databases: the vendors’ perspectives in 2007”, Information centre Hi Tech, Vol. The Global Learner Survey’s top findings included: To view the findings of the Global Learner Survey, including full findings for the US visit: go.pearson.com/global-learner-survey. But now, ‘distance learning’ is primarily delivered as online learning. These findings confirm similar findings by Mittermeyer and Quirion (2003) and Nowcki (2003) which demonstrated that students as a general population have significant limited knowledge of the basic elements of research and database searching. On the basis of the cited research results, this study sought to find out the situation at Kenyatta University Post Modern Information centre, in availability of assistive technology and its use. These computer-related aids and equipment are commonly known as “assistive,” “adaptive,” “access,” or “enabling” technology. Retrieved from http://www.sasked.gov.sk.ca/k/pecs/se/publications.html, Chaudhry, A. S. (2014). This course introduces some of the fundamental principles of accessibility and prepares learners for further study in accessibility and inclusive design. doi:10.1108/EL-03-2012-0031. By continuing, you're agreeing to use of cookies. This study therefore seeks to explore whether the web content is accessible to learners with visual impairment and what are the implications of this accessibility on information access which further influences their participation in the knowledge society. This can be extended to “when on the internet, use Chrome® as it won’t work on Internet Explorer®”. In addition, they spend more time on the computer trying to retrieve a single information resource. The study adopted the Experiential Learning theory proposed by Carl Rogers (1983). The findings were as presented in figure 5: Majority of the students stated that the available assistive technology was not useful. Paul, S., & P. Singh, S. (2014). 207-20. The 2007 study by Byerley et al., indicated that only five of the 12 vendors (EBSCO, Elsevier, JSTOR, LexisNexis, ProQuest) surveyed conducted usability testing with people who have visual disabilities. Reliability: to ensure reliability, the questionnaires were pre-tested. Sampling techniques: Purposive sampling technique was used to select all respondents for this study. The ability to explore and describe web accessibility and use of assistive technology in accessing electronic information resources, would help information managers to consider ways of increasing accessibility to e-resources which would enhance access to information by this category of users. They understand that the future of work and learning is now a dynamic mix of online and in-person experiences,” said John Fallon, chief executive of Pearson. Brophy, P., & Craven, J. Web Accessibility. Library Trends, 55(4), 950–972. After analysis, tables and graphs were used to present quantitative data while qualitative data was presented in textual mode. For the remaining adults (those with just one of these connection devices or neither of them), 64% have done personal learning in the past year. Access to information enables individuals to acquire knowledge. As Carl Rogers indicates in his theory explained above, provision of the necessary support can achieve independence in learning for learners with visual impairments too. The findings of this study are not different from a study conducted earlier. The library management should ensure provision of enough AT for use by library users with visual impairments. 13, Issue 2, pp. and Chambers, M.B. Kenyatta University was purposively selected since it had the largest population of students with visual impairment. For example, they may use speech output predominantly, with Braille output to verify unusual spellings or language. By doing this, the external threats to electronic information access are minimized. However a small but significant number of students indicated that it was easy for them to use e-resources. Student response to e-books : study of attitude toward reading among elementary school children in Kuwait. The theory distinguished two types of learning: cognitive (meaningless) and experiential (significant). Misc., April 30 2020. Learners with visual impairment also have similar information needs as the other sighted learners. In relation to the lack of teacher knowledge, Abner and Lahn (2002) found in their survey in Kentucky of teachers of learners with visual impairments that the teachers did not, in general, feel competent to teach assistive technology. They noted that from screen readers to augmentative communication programs, persons with disabilities can attend classes, participate in discussions, and read and write assignments independently. The findings were as described below: Majority stated that they lacked awareness on provision of such training at the library. The study was carried out at Kenyatta University-Post Modern Library, and the population comprised of 80 learners and 5 staff members. When contents and services offered by the website of a company or organization are planned to be accessible they will be available to a wider range of users. This could be due to the fact that many of the students lacked knowledge on how to use assistive technology available in the library like screen readers. Horwath (2002) surveyed users who were blind or visually impaired on the usability of four databases and found that the design had the greatest impact on the accessibility of the databases. The Open University for example, often supplemented books with radio and television programmes or video/audio tapes. doi:10.1108/EL-02-2012-0022. Please answer the questions below so that we can best meet the needs of our community. Therefore the library management should ensure that training offered to users with visual impairment be provided by a staff with adequate skills in both assistive technology and access to electronic resources. Pro­vision of assistive equipment (adaptive, enabling, or access technology) will enable a user with visual impairment to access on-screen information receiv­ing output in a way that is appropriate to their needs. Web content accessibility guidelines were used as a measurement of accessibility. Web accessibility can make it easier for people to find a website, access it, and use it successfully, thus resulting in increased audience and increased effectiveness. This 2007 study from the vendor’s perspective influenced the authors to conduct their own test using learners with print disabilities. (2007) indicated in their study that vendors are not addressing accessibility in their marketing efforts. Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. 25 No. LONDON, Aug. 10, 2020 – Pearson, the world's learning company, today said more than three out of every four learners globally say the COVID-19 pandemic has fundamentally changed education as we know it. The present paper aims to provide a holistic and systematic review of the literature in the field of the accessibility and functional diversity of OER and OEP, as a valuable guide for better designing open educational ecosystems that support inclusive learning, improving the potential effect of OER on twenty-first century teaching and learning for learners with different needs. Web accessibility and ability to use assistive technology on the e-platform minimizes the external threats. Magnification may be used to explore a page, with speech output to read out more text-rich parts of the page (Brophy & Craven, 2007). Various studies indicate that learners with disabilities experience unique challenges when accessing information centre resources (Byerley and Chambers, 2002; Coonin, 2002). This article written by Areej Ahmed, demonstrates the different perspectives individuals have on the concept of assistive technology. Offered by University of Illinois at Urbana-Champaign. For those who indicated that the available assistive technology was not useful, the researcher further sought to know why they were not useful and yet AT was at least available. The use of the internet is becoming an essential part of day-to-day living. Through the findings of this exploration, the library information managers will be better placed in making e-resources more accessible to learners with visual impairment through web accessibility and assistive technology. Assistive technologies used by individuals who are blind are costly and accessible materials, such as popular books and textbooks, are slow to be developed (Stephanie et al., 2014). This theory was applicable in this paper because information seeking is part of the learning process. The findings obtained were as presented in figure 2: The findings revealed that more than half of the students had received either formal or non formal training on the use of assistive technology. The poll surveyed more than 7,000 people, ranging in age from 16 to 70. Ekwelem, V. O. Digitization initiatives and special information centres in India. The Electronic Information centre, 32(2), 221–238. Create your own online survey now with SurveyMonkey's expert certified FREE templates. They will not be able to access electronic resources which would be a rich bank of worldwide information in all fields of study. In order to find out whether the students were able to use assistive technology, the researcher sought to find out whether the students had any training on the use of assistive technology. Data analysis: Both quantitative and qualitative methods were used to analyze the collected data. The researcher also found it necessary to find out information concerning the rating of the students’ assistive technology skills. Data collection technique: for the questionnaires, personal administration with on-the-spot-collection method was used. Variables: The dependent variable was the access to e-resources. doi:10.1108/EL-06-2012-0070. Survey of Technology and Internet Access We are assessing the needs of our students for instruction at home. This could be attributed to lack of staff support through seminars and workshops on assistive technology. Many students stated that there was no such organized training at the section for users with special needs. The specific objectives were: To establish the literacy levels of students and staff in adaptive technology (AT), to find out whether the information websites are accessible to learners with visual impairment, to describe the successes in using assistive technology on the e-platform, and to describe the training offered to learners with visual impairment on access to e-resources. Along with example of the different forms of assistive technology there is a clear separation of the ideologies… The study also recommends that the library and information providers lays down strategies of ensuring that the use of assistive technology on the e-platform is not challenged. Video mag­nifiers and electronic readers, Optical Character Recognition software, magnification software, speech output systems and electronic Braille de­vices all have a part to play in a solution for a particular individual. Using a recorder, the researcher herself conducted the interviews. Diallo (2014) noted that English has become the dominant language around the world; "the years 1998-99 to 2008-09 saw an increase of 51% in the population in the pre-k-12 enrollment" (p. To the learner, placed in a classroom where they’re learning new concepts, sitting in tests and evaluations, and having to navigate a new social environment, the addition of technology can often feel more like a burden […] The role of libraries in the implementation of the Marrakesh Treaty for persons with a print disability, 1–9. Online platforms like web pages are sources of information. If the web content is accessible to learners with visual impairment, then they too are able to access information, acquire knowledge, participate in the knowledge society and enjoy online inclusion. (2009) as cited in (Nández & Borrego, 2014) showed that scholars’ use of electronic information has increased substantially over time as academic libraries transit from print to electronic collections. First, access to the internet using contemporary technology may present barriers, thus excluding them from fully contributing in society. Although some people stick to printed resources, the fact that electronic resources offer innovation and irresistible options in terms of cost and time is obvious. Pearson conducted the study during the pandemic with Harris Insights & Analytics, giving learners in seven countries the opportunity to voice their opinions on primary, secondary and higher education; and careers and the future of work. ICT have become the most suitable tool, in the field of education, to enhance independence and equal opportunities for all. KEYBOARDING INSTRUCTION AT THE TORONTO DISTRICT SCHOOL BOARD PILOT STUDY 2016-17: RECOMMENDATIONS FOR POLICY AND PRACTICE: This report describes the results from the evaluation of the keyboarding pilot program in 2016-17.The purpose of the evaluation was to inform decisions regarding the integration of … According to Dermody, database vendors are aware of the barriers their databases pose to learners who rely on screen readers. Rogers, C.R (1983). When using assistive technology that is adapted to the abilities of everyone, disabled end-users are able to participate in all aspects of social life on more equal terms than ever before. To find out whether the information websites are accessible to learners with visual impairment. (2007). Those findings appear in the second annual Global Learner Survey, which captures the opinions and views of learners worldwide. How to use technology to provide stretch and challenge for all learners Objective. Exploring switch intention of users ’ reading behaviour. Covid-19: Education’s Revolution. Technology is both an enabler and a barrier for learners with print disabilities. Target population: All learners with visual impairment in Kenyatta University and staff members who served or offered information literacy skills to the users with visual impairment. The survey shows learners believe it’s unlikely there will be a return to the pre-COVID world of entirely full-time in-person work and learning. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2017, Vol. The study determined that although most vendors test their products for accessibility, only a few conducted usability tests with persons with disabilities using assistive technology. The findings were as presented in figure 7: More than half of the students responded that they had not received any user education on how to access e-resources. With assistive technology being a practical skill, the ‘good’ rating could be attributed to continued usage of these skills through the available avenues like at the library. Stephanie, L. M., Laurie, J. The survey found that approximately 75% of school-aged students that were using assistive technology were able to stay in a regular education classroom and roughly 45% In recent years, the information superhighway, the Internet, has become a global gateway for information dissemination with the ability to share worldwide collections of information (Ekwelem, 2013). 509-27. Collaboration with students, research, experience with the technology, and creativity have resulted in SDS expanding the use of assistive technology for students, and we’re committed to continuing to grow in this area.” As for Ibrahim, the best part of his job, he says, is getting so much one-on-one time with students. Survey of technology in education to collect data from the learners while interviews. Tables and graphs were used to collect data from the learners while structured interviews were conducted for the Low of! Functionality and accessibility of e-readers for individuals with print disabilities. library Hi Tech,  information centre Tech. Background, the researcher also found it necessary to find out whether the information websites are accessible this... Ranging in age from 16 to 70 full-time in-person work technology accessibility survey for learners learning both enabler. 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