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Formal and non-formal education for individuals with vision impairment or multiple disabilities and vision impairment
Published in John Ravenscroft, The Routledge Handbook of Visual Impairment, 2019
Vassilios Argyropoulos, Frances Gentle
Auditory adaptations are feasible through the provision of auditory devices or contemporary implementations of assistive technology. The effort to provide access to aural learning material has revolved over time around the following four major approaches: (a) Recording devices, such as tape recorders, CD players, MP3 players, iPads and iPhones, which allow students to record instructional lessons and to review pre-recorded information and texts.(b) Talking devices, such as talking calculators, watches, blood measure meters and reading machines. These devices may be used in cultural centres, and include talking three-dimensional maps that provide descriptive information for orientation. Audio information may be scripted into tactile exhibit elements in museums and art centres, which is activated according to the user’s will. Hands-free auditory devices enable tactile exploration using both hands (Ziebarth, 2010).(c) Auditory books or digital talking books (DTBs) are an important component of the assistive technology repertoire, and constitute the evolution from analogue cassettes to digital online formats. A very good example is the case of DAISY digital talking books. DAISY (digital accessible information system) is the published standard for formatting and converting paper-based books into the digital talking books format (Chaisanit and Suksakulchai, 2011). In addition, another example is the ePub formats (electronic publication), which constitutes a general-purpose format and can be used for many kinds of publications because it enables conversion to a range of formats. They are designed to be compatible with any e-reader that supports open formats (Junus, 2012).(d) Screen readers are software that can be installed in personal computers, tablets, phones etc., and reads aloud the text that appears on the screen. In essence, screen readers transform the text on the screen into an audio modality through synthetic speech (Ashok et al., 2017; Postello and Barclay, 2012).
Assistive technology for visual impairment and trainers at schools for the blind in Delhi
Published in Assistive Technology, 2022
Suraj Singh Senjam, Allen Foster, Covadonga Bascaran
We used the term Assistive Technologies (AT) as defined by the World Health Organization (World Health Organization, 2016). A questionnaire was developed to assess the availability of 52 ATs for people with visual impairment, categorized into seven domains, based on school activities – “Reading-9”, “Writing-12”, “Maths-8”, “Sciences-4”, Games & sports-6”, “Mobility-6” and “Activities of Daily Living-7” (Appendix A). A brief description of each ATVI device was explained to the principal of the school, and a pictorial booklet of ATVI was developed so as to avoid confusion about terminology (Figure B1). The ATVI were also classified into vision-based ATs (VAT), e.g., large print books and magnifiers, etc., and tactile or sound-based ATs (TAT), e.g., Braille, or DAISY (Digital Accessible Information System) books depending on whether the AT use needs vision or visual substitution skills like sound or touch. Students with some residual vision, binocular best corrected visual acuity (BCVA) less than <6/18 to 1/60 can often benefit from VAT.
Views and experiences of visually impaired older people and exercise instructors about the Falls Management Exercise programme: a qualitative study
Published in Disability and Rehabilitation, 2021
Lex D. de Jong, Dorothy Coe, Catherine Bailey, Nicola Adams, Dawn A. Skelton
Whilst the home exercise leaflets (CD with sound files and large print booklets) were deemed useful, participants recommended they should also be available in different modalities including screen reader, voice synthesiser, MP3, Digital Accessible Information System talking book and Braille.