Anticipating Potential Barriers for Students with Visual Impairments When Using a Web-Based Instructional Platform

Autor/in	Penrose, Rebecca Bryant
Titel	Anticipating Potential Barriers for Students with Visual Impairments When Using a Web-Based Instructional Platform
Quelle	In: Journal of Visual Impairment & Blindness, 117 (2023) 5, S.353-362 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Penrose, Rebecca Bryant)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X231200845
Schlagwörter	Students with Disabilities; Visual Impairments; Blindness; Barriers; Web Based Instruction; Educational Technology; Accessibility (for Disabled); Writing Instruction; Student Participation; Equal Education; Inclusion; Student Attitudes; College Students + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Blindheit; Web Based Training; Unterrichtsmedien; Accessibility; Zugänglichkeit; Schreibunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inklusion; Schülerverhalten; Collegestudent
Abstract	Online instructional tools are quickly being introduced, often before accessibility is incorporated into their design. This article defends the use of a popular, but highly graphic, web-based platform called Padlet in a writing course, using strategies that allow students who are visually impaired (i.e., those who are blind or have low vision) to participate in collaborative class activities, promoting equity and inclusion. It also highlights student feedback from an institutionally approved study that identifies accessibility concerns with Padlet, as well as other common educational technology used in all disciplines. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01