Teaching Sight Impaired IT Students
01 Jan 2005-
TL;DR: In this article, the authors describe a research project to convert Cisco network administration e-learning education materials to a format that can be accessed and undertaken by sight impaired students, and the changing nature of educational materials and the associated problems faced by vision impaired students are discussed.
Abstract: This paper describes a research project to convert Cisco network administration e- learning education materials to a format that can be accessed and undertaken by sight impaired students. The changing nature of educational materials and the associated problems faced by vision impaired students are discussed. A description of both the high-tech and low-tech solutions applied to this unique teaching environment is presented. Results so far are reported together with a discussion of future plans for the project.
Citations
More filters
25 Jun 2007
TL;DR: A university research project is undertaken to improve the accessibility of Cisco e-learning materials for vision-impaired computing students and the network architecture which supports the delivery of the Cisco courses to both local and remote vision-IMpaired students is presented.
Abstract: Vision-impaired students face tremendous obstacles in their quest to access learning materials delivered in web-based and other electronic formats. The predominance of visual prompts, use of flash and animation and the inability of screen reading applications to interpret images all contribute to make much of the current e-learning materials associated with computing studies inaccessible by blind or vision-impaired students. This paper describes a university research project undertaken to improve the accessibility of Cisco e-learning materials for vision-impaired computing students.allThe network architecture which supports the delivery of the Cisco courses to both local and remote vision-impaired students is also presented.
19 citations
Cites background or methods from "Teaching Sight Impaired IT Students..."
...Vision-impaired students are at a severe disadvantage in this type of learning environment, particularly those who have been blind from birth or an early age [5]....
[...]
...Network dominos are used to produce tactile network diagrams, and the students also utilize PIAF printers for raised hardcopy and Braille displays [5]....
[...]
Dissertation•
01 Jan 2008
14 citations
23 Oct 2006
TL;DR: iNetSim, a universally accessible network simulator, created to allow vision-impaired and sighted users to complete Cisco Certified Network Associate level two (CCNA 2) laboratory sessions, is described.
Abstract: This paper describes iNetSim, a universally accessible network simulator, created to allow vision-impaired and sighted users to complete Cisco Certified Network Associate level two (CCNA 2) laboratory sessions Previously, software used in the CCNA course was not accessible to those with impaired vision because it utilized images of network topology These images were incompatible with screen reader software In contrast, iNetSim is assessable by blind and vision impaired users, in addition to those with normal vision It is based on Mac OS X Tiger, an operating system with an integrated screen reader called VoiceOver
13 citations
Additional excerpts
...A Cisco Education Tool Accessible to the Vision Impaired J. Hope, B.R. von Konsky, I. Murray, L.C. Chew, B. Farrugia, Curtin University of Technology Perth, Western Australia i.murray@ece.curtin.edu.au ABSTRACT This paper describes iNetSim, a universally accessible network simulator, created to…...
[...]
01 Sep 2016
TL;DR: Brown, Packer & Passmore, 2013, p. 223, the authors The Australian Research Alliance for Children and Youth promotes the "equal and active participation of all people with disability" in an inclusive education approach.
Abstract: Introduction Australia promotes the "equal and active participation of all people with disability" in an inclusive education approach (Australian Research Alliance for Children and Youth, 2013, p. 6). Despite such an aspiration, there continue to be hurdles to the achievement of inclusive education (Slee, 2013a, 2013b). Ideally inclusion is viewed as "a dynamic approach of responding positively to pupil diversity and of seeing individual differences not as problems, but as opportunities for enriching learning" (UNESCO, 2005, p. 12). Inclusive education refers to regular education programs "appropriate to the physical, curricular, and social needs" of all students, including those with disabilities (Brown, Packer & Passmore, 2013, p. 223). An inclusive educational program providing equity and quality is proactive in identifying the barriers and obstacles learners encounter and removes those that lead to exclusion (UNESCO, 2012; Slee, 2001). Educational equity recognizes that equal treatment does not equate with equal opportunity to learn (de Valenzuela, 2014; Artiles & Kozleski, 2016). All students must be given the real possibility of an equality of outcomes, which requires recognition of their unique learning needs (Foreman, 2011; Nieto & Bode, 2012; Pearce, 2009; Sharma, Moore, Furlonger, Smyth King, Kaye, & Constantinou, 2010). Relatively few studies have considered the views of students with disabilities on the equity and quality of education they experienced (Byrnes & Rickards, 2011; Curtin & Clarke, 2005; Redgrove, Jewell & Ellison, 2016), and even more limited is research reporting the views of those with vision impairment (OECD, 2012; Thurston, 2014, Whitburn, 2014a). In Australia there are an estimated 4000 school-aged children with vision impairment attending mainstream schools (Vision Australia, 2012). The Australian Blindness Forum (2008) expressed concern that specialist intervention for students with vision impairment can be inequitable, lacking in quality, scope and outcomes. Educational research should take into account the voices of young people with disabilities (Morina Diez, 2010; Jones, 2014), particularly in educational contexts (Ainscow, 2005, 2012; Moss, 2012, 2013, Norwich, 2002). The belief is that through listening to students' voices, research highlighting their perspectives will empower and enable their more active participation in decisions made about their education (Armstrong, 2005; Curtin & Clarke, 2005; Adderley, Hope, Hughes, Jones, Messiou & Shaw, 2015; Messiou, 2012; Slee, 2011). In Australia research concluded that current education programs leave students with vision impairment without the requisite skills to cope beyond secondary education, unable to gain and retain employment or live independently (Whitburn 2014a; Commonwealth of Australia, 2016). In school classrooms the majority of learning occurs through vision (Bardin & Lewis, 2008; Khadka, Ryan, Margrain, Woodhouse & Davies, 2012; Koutantos, 2000; Murray & Armstrong, 2005; Vision Australia, 2012). Full participation in classrooms requires access to print materials but for students with vision impairment this may often require alternative methods that require a prohibitively lengthy amount of time to use (Bardin & Lewis, 2008; Mohammed & Omar, 2011). For many students with vision impairment an apparently lower academic standing may be a result of extra time not being available to produce work equivalent to their peers (Curtis & Reed, 2011). Visual demands increase significantly as students progress through school with increased workload, progressive reduction of print size in books and more extensive use of worksheets (Khadka et al., 2012). Social isolation of students with vision impairment limits discussion of academic work with peers involving feedback on lesson content, resources, the depth of studies, time spent on assignments, and scheduling (Brown, Packer & Passmore, 2013; Opie & Southcott, 2015). …
7 citations
Cites background from "Teaching Sight Impaired IT Students..."
...In school classrooms the majority of learning occurs through vision (Bardin & Lewis, 2008; Khadka, Ryan, Margrain,Woodhouse & Davies, 2012; Koutantos, 2000; Murray & Armstrong, 2005; Vision Australia, 2012)....
[...]
10 Jul 2006
TL;DR: This paper discusses a project undertaken over the past two years to modify the content and presentation of Cisco certification e-learning courses to enable accessibility by vision impaired and blind students.
Abstract: The needs of vision impaired students are quite different to sighted students. The increasing use of e-learning means higher education must move to multi-modal user interfaces in order to make e-learning materials accessible to all students. E-Learning materials (particularly in the sciences and technology) are predominantly visual, presented via computer keyboard and screen. Software and devices designed to aid the vision impaired are unable to decipher most images and visual- centric objects contained in e-learning materials. This paper discusses a project undertaken over the past two years to modify the content and presentation of Cisco certification e-learning courses to enable accessibility by vision impaired and blind students. These modifications necessitated rewriting the learning materials so they could be effectively presented via multi-modal user interfaces to vision impaired students, involving speech, audio, haptics and force-feed devices and methods. Evaluation of sections of the project by the vision impaired students using a model based upon Stufflebeam's CIPP model and Kirkpatrick's Four-Level training program evaluation model has been carried out and the results are presented.
5 citations
References
More filters
Book•
[...]
01 Jan 1977
TL;DR: It now appears possible to identify these circuits, localize the sites of memory storage, and analyze the cellular and molecular mechanisms of memory.
Abstract: How the brain codes, stores, and retrieves memories is among the most important and baffling questions in science. The uniqueness of each human being is due largely to the memory store—the biological residue of memory from a lifetime of experience. The cellular basis of this ability to learn can be traced to simpler organisms. In the past generation, understanding of the biological basis of learning and memory has undergone a revolution. It is clear that various forms and aspects of learning and memory involve particular systems, networks, and circuits in the brain, and it now appears possible to identify these circuits, localize the sites of memory storage, and analyze the cellular and molecular mechanisms of memory.
1,248 citations
[...]
TL;DR: In this article, a review of current knowledge on learning and memory processes, considered at the behavioral, cognitive and neural levels, is presented, and the distinction between short-term and long-term memory is discussed.
Abstract: INTRODUCTION The paper briefly reviews current knowledge on learning and memory processes, considered at the behavioral, cognitive and neural levels. DEVELOPMENT After establishing the distinction between different learning processes (behavioral learning, skill acquisition and information acquisition processes), the specific learning phenomena belonging to each of these varieties are analyzed. Associative learning is described as a behavioral (pavlovian conditioning and instrumental learning) and cognitive (predictive learning and categorization) process. Also described are the properties of perceptual and motor learning, as those of the processes by which cognitive skills (e.g., rule learning) are acquired. Then, the distinction between short-term and long-term memory is discussed, referring to short-term memory as a working memory system that assists the performance of a variety of thinking and reasoning tasks. Finally, the two main long-term memory theories are discussed, considering the semantic/episodic and implicit/explicit memory dichotomies.
1,128 citations
TL;DR: Assessment of the characteristic motor developmental pattern in blind children in Israel found that the pattern is similar to that in normal children and differs in the case of children with visual impairment.
Abstract: Objectives: The purpose of this study was to assess the characteristic motor developmental pattern in blind children in Israel.
Methodology: The study compared the developmental data concerning 10 motor skills of 40 blind children to a control group of sighted children and to the motor developmental milestones of the Bayley Developmental Scale and the Revised Denver Developmental Screening Test.
Results: The motor development of blind children was delayed, the delay being significant in all 10 motor skills that were examined. This delay emphasizes the major importance of vision as a sensory input modality for the process of sensory– motor development.
Conclusion: An adequate stimulating environment and proper parental handling could potentially shorten the motor developmental delay but probably not eliminate it entirely.
90 citations
TL;DR: Children with bilateral RB, in which both eyes are affected, performed significantly less well in motor development, received many more types of treatments, and were more likely to be referred for visuomotor therapy than children with unilateral RB.
Abstract: Objectives To assess the health and development of children with retinoblastoma (RB), or cancer of the retina, and to determine if they are at greater risk for developmental delays than normal children. Specific aims were to determine if type of RB (unilateral vs bilateral), family history, and number of treatment types affected mental and motor development. Design Descriptive study based on medical record review and pediatric, psychological, and visual evaluations. Setting Major referral center for patients with RB and early intervention program in a voluntary urban hospital. Subjects and Methods Fifty-four children younger than 41 months with RB who attend an ophthalmology oncology clinic were recruited for study. Measures included demographic variables such as social class and race/ethnicity, and medical factors such as age at diagnosis ( 18 months), type of RB (unilateral or bilateral), family history of RB, and number and types of treatments. All children received a pediatric examination that assessed physical growth and health; a behavioral test of visual acuity using Teller acuity cards; and the Bayley Scales of Infant Development II, a standardized test of mental and motor development. Children found to have delays were referred to intervention services to treat their specific areas of weakness. Results Three quarters of the children had had 1 eye enucleated; 51 of 54 had normal vision in at least 1 eye, and the other 3 had partial vision in 1 eye. Except for the RB, 46 children were largely normal in growth and health, and 8 had medical diagnoses that were unrelated to RB or its treatment. The average mental and motor development scores were in the normal range (91.4 ± 16.3, and 91.1 ± 13.4) and not significantly lower than the normal population. Twenty-six children were referred for early intervention services, and 21 of 26 were referred for services to improve their visuomotor coordination. Demographic variables were not associated with medical variables or outcome. Children with bilateral RB, in which both eyes are affected, performed significantly less well in motor development, received many more types of treatments, and were more likely to be referred for visuomotor therapy than children with unilateral RB. Conclusions Children with RB generally function normally in terms of physical health and mental and motor development. However, they are more likely to show delays in visuomotor integration. Early developmental evaluations may improve the visuomotor development of children with visual impairment due to RB.
40 citations