The findings were as presented in figure 4: From the findings, there was a strong response from the students that assistive technology was not adequate to cater for their needs in accessing e-resources. ICTs and Assistive Technology (AT) are offering new opportunities for everyone but they are becoming more significant for persons with disabilities (PWDs). Sample size:Â For the purpose of external validity of this study, the study population formed the sample. Given the choice to invest in public education, the survey’s global respondents said they would prioritize technology for underserved learners, followed by ensuring schools are better prepared for online learning. 20 No. Therefore the necessity of this study was inevitable especially in this digital era of the information society. Stephanie, L. M., Laurie, J. These are all too common these days, however this could affect the way an adult learner can access learning tools. The article by Power and LeBeau (2009) supports this and suggests that academic reference information providers can provide learners who use screen readers training sessions on how to navigate information centre databases. Hewett, R., Torgerson, C., Douglas, G., Hewett, R., Torgerson, C., & Douglas, G. (2014). OK Question Title * 1. LONDON, Aug. 10, 2020 â 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. With the library being a key provider of information especially to students with visual impairment, there is need therefore to keenly explore web accessibility and use of assistive technology in accessing these e-resources by learners with visual impairment. California: C.E. 87-102 ICT accessibility and usability to support learning of visually-impaired students in Tanzania Innosencia Eligi Tanzania Library Services Board Kelefa Mwantimwa University of Dar es Salaam, Tanzania ABSTRACT Think about an adult learner that simply uses Microsoft Windows® and only uses the built in web browser (Internet Explorer®): How would this affect them? The study adopted the Experiential Learning theory proposed by Carl Rogers (1983). (2002), âAccessibility and usability of web-based information centre databases for non-visual usersâ,Â Information centre Hi Tech,Â Vol. This article written by Areej Ahmed, demonstrates the different perspectives individuals have on the concept of assistive technology. In the light of the stated reasons of not receiving user education on accessing e-resources; the low number of e-resource access literacy could be attributed to unavailable logistical provisions in such trainings that could accommodate those library users with visual impairments. doi:10.1108/JAT-09-2013-0029. Coonin, B. In addition, it would be an eye opener for future researchers in the area of assistive technology and web accessibility for learners with visual impairment. This has two implications for people who are visually impaired or blind. Brophy, P., & Craven, J. 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). 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. Today, we can say that almost everything is having âelectronicâ prefix and the way to access information has changed substantially because of the many factors like fast advancements in computer technology and internet which is getting more and more widespread every day. The use of the internet is becoming an essential part of day-to-day living. 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. Web accessibility and ability to use assistive technology on the e-platform minimizes the external threats. Now in its second year, Pearsonâs Global Learner Survey is the most comprehensive global public opinion survey of its kind. Create your own online survey now with SurveyMonkey's expert certified FREE templates. By doing this, the external threats to electronic information access are minimized. 55-72. 25 No. and Thohira, M. (2007), âAccessibility of web-based information centre databases: the vendorsâ perspectives in 2007â,Â Information centre Hi Tech,Â Vol. However, Research has shown that people with disabilities are most at risk of being excluded from access, and in particular people who are blind or visually impaired and who use assistive technologies such as screen readers (Brophy & Craven, 2014). 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. 2, pp. B., & Maatta, S. L. (2014). Byerley, S.L., Chambers, M.B. From a global perspective there have been some concerns about persons with disabilities. (2009) as cited in (NÃ¡ndez & Borrego, 2014) showed that scholarsâ use of electronic information has increased substantially over time as academic libraries transit from print to electronic collections. 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. Please answer the questions below so that we can best meet the needs of our community. 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 interface of choice for nearly all digital information centres is the world wide web (www). While this move has provided people with a more creative and flexible experience, there are dangers that some people will be excluded because they cannot use standard methods of access. Assist, R., & Ongoz, S. (2010). It was administered twice with a time span of two weeks to 4 students with VI who were purposively selected from Kenya institute of special education, a location that was not used during the main study and Spearman rank order of correlation coefficient (Rho) was computed to determine the correlation between the results of the two administrations of the questionnaires. This is a reason good enough for the low usage of e-resources by students with visual impairment in the postmodern library. However the study also showed that technology can also be a barrier. âLearners are resilient, so they are learning and moving forward in new ways to seize that opportunity, no matter what the future holds.â. In addition, this will make them remain irrelevant in the current knowledge society. Are the information websites accessible to learners with visual impairment? Construct validity was achieved by ensuring that all the terms used were operationally defined. With the rapid development of information technology and near-universal access to the internet, people are increasingly doing more of their reading and information gathering on computers rather than in printed books (Chia-chen & Chen, 2014). After completing this module, you will be able to: - add elements of stretch and challenge to a learning or assessment activity - identify situations and contexts where this will improve the learning experience and outcomes of given individuals and groups Working with the Digital Learner doi:10.1353/lib.2007.0029, Brophy, P., & Craven, J. 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. Learners with visual impairment also have similar information needs as the other sighted learners. Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. 20 No. Technologies such as e-portfolios or blogs can enable learners to gain feedback from multiple audiences, reflect on their ongoing development, and make sense of their learning. 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. 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. We have recently updated our policy. 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