Assistive Technology for Students with Visual Impairments and Blindness

Integrating Health and Disability Data Into Academic Information Systems: Workflow Optimization Study

Background

Integrating health information into university information systems holds significant potential for enhancing student support and well-being. Despite the growing body of research highlighting issues faced by university students, including stress, depression, and disability, little has been done in the informatics field to incorporate health technologies at the institutional level.

Objective

This study aims to investigate the current state of health information integration within university systems and provide design recommendations to address existing gaps and opportunities.

Methods

We used a user-centered approach to conduct interviews and focus group sessions with stakeholders to gather comprehensive insights and requirements for the system. The methodology involved data collection, analysis, and the development of a suggested workflow.

Results

The findings of this study revealed the shortcomings in the current process of handling health and disability data within university information systems. In our results, we discuss some requirements identified for integrating health-related information into student information systems, such as privacy and confidentiality, timely communication, task automation, and disability resources. We propose a workflow that separates the process into 2 distinct components: a health and disability system and measures of quality of life and wellness. The proposed workflow highlights the vital role of academic advisors in facilitating support and enhancing coordination among stakeholders.

Conclusions

To streamline the workflow, it is vital to have effective coordination among stakeholders and redesign the university information system. However, implementing the new system will require significant capital and resources. We strongly emphasize the importance of increased standardization and regulation to support the information system requirements for health and disability. Through the adoption of standardized practices and regulations, we can ensure the smooth and effective implementation of the required support system.

Using the center of gravity to help blind people measure water levels in bottles

People who are blind struggle to gauge water levels in bottles by weight alone. This work shows that combining information about a filled bottle's weight and center of gravity can enhance the accuracy of measuring the water level. Bumps were attached to the sides of cylindrical bottles at positions corresponding to the centers of gravity of water levels between 4 and 9. These bumps allow individuals to use additional information about the center of gravity to measure the water level in the bottle. Eight subjects who were blind participated in the experiment, and the results indicated that using the center of gravity method with a plastic bottle was the most accurate, with an average water level error of 0.04, but it took 57.83 seconds. Contrarily, using the weight method, the plastic bottle yielded the fastest results, with an average time of 6.51 seconds, but it led to an average water level error of 0.88.

Through the fingers: Use of plastinated anatomical specimens for visually impaired students

The plastination technique produces non-toxic human tissues, ensuring their safe handling in educational settings. This investigation aimed to understand if visually impaired students profit from the use of plastinated anatomical specimens in learning the anatomy of the nervous system. For this purpose, their learning performance was compared to sighted and blindfolded students recruited from three primary schools in Fortaleza city, in the state of Ceará. Initially, a questionnaire was applied before carrying out the pedagogical practice, followed by an anatomy lecture with practical components with the use of plastinated anatomical specimens and synthetic anatomical models of the nervous system. After these steps, the students answered the questionnaire previously applied. Our results showed that the tactile perception of the visually impaired participants was significantly more developed compared to sighted (p < 0.001) and the blindfolded (p < 0.0001) students. The average of correct answers in the reapplied questionnaire was higher in the groups that used plastinated specimens (p < 0.05). In conclusion, the use of plastinated specimens has proven to be an effective tool in promoting a better understanding of anatomical structures, mainly for students with or without visual impairments, making it a valuable asset in anatomy teaching.

Assistive technology-based solutions in learning mathematics for visually-impaired people: exploring issues, challenges and opportunities

In the absence of vision, visually impaired and blind people rely upon the tactile sense and hearing to obtain information about their surrounding environment. These senses cannot fully compensate for the absence of vision, so visually impaired and blind people experience difficulty with many tasks, including learning. This is particularly true of mathematical learning. Nowadays, technology provides many effective and affordable solutions to help visually impaired and blind people acquire mathematical skills. This paper is based upon a systematic review of technology-based mathematical learning solutions for visually impaired people and discusses the findings and objectives for technological improvements. It analyses the issues, challenges and limitations of existing techniques. We note that audio feedback, tactile displays, a supportive academic environment, digital textbooks and other forms of accessible math applications improve the quality of learning mathematics in visually impaired and blind people. Based on these findings, it is suggested that smartphone-based solutions could be more convenient and affordable than desktop/laptop-based solutions as a means to enhance mathematical learning. Additionally, future research directions are discussed, which may assist researchers to propose further solutions that will improve the quality of life for visually impaired and blind people.

The role of assistive technology in supporting the engagement of students with visual impairment in learning mathematics: An integrative literature review

This integrative literature review examined how assistive technology (AT) can help students with visual impairment (VI) in middle primary and secondary schools (aged 11–18 years) engage in learning Mathematics. To collate the relevant findings across studies, an integrative literature review approach was employed and supported by an evidence-based synthesis method. Automatic search phrases were used to find research articles related to the topic in the Google Scholar, Web of Science, Scopus, and Springer Link databases. A total of 628 articles were identified during the initial search of which only 11 were included after putting them under rigorous selection criteria. In addition, a mixed-method appraisal technique (MMAT) was used to examine the methodological quality of the papers that were included. The synthesis result came up with three overarching themes: the availability of AT to support learning mathematics, the usability of AT in mathematics classes, and the role of AT in the inclusion of visually impaired students. The findings based on the results of the 11 academic articles published from 2007 to 2021 revealed that effective engagement of students with VIs in Mathematics instruction is achieved by providing students with VI equitable access to the swiftly evolving AT, addressing issues related to affordability, testing the usability and appropriateness of existing AT and enhancing accessibility of AT for all by breaking the social stigma against students with VI in using AT. It is concluded that easily affordable and accessible assistive technologies with multiple non-visual display formats that enable students with VI to access mathematical symbols, notations, expressions, and tactual contents should be in place to actively engage students with VI in learning mathematics.

Human Anatomy: Teaching-Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

In Brazil, a federal law ensures that all students with disabilities are entitled to enrollment in higher education institutions. Higher courses in human anatomy stand out for their complexity in both theoretical and practical contents. Therefore, adaptation is required to accommodate students with special educational needs. This study aimed to describe the experience of a Support Teacher in the development of inclusive pedagogical practices for the discipline of Human Anatomy offered in the physiotherapy course for a student with low vision and blindness. The challenges and learning difficulties faced by a visually impaired student are reported. Qualitative analysis was performed by interviewing a student with low vision and blindness and a Support Teacher. The audio recordings were transcribed, categorized, and analyzed using content analysis. The Support Teacher created schematics and drawings of anatomical structures, reviewed theoretical and practical contents, developed adaptations of the examinations, and applied palpatory anatomy to facilitate the student's learning process. The findings illustrate that the student faced the greatest difficulty in dealing with the emotional aspects, due to the inability to visualize the anatomical details in human cadavers. Thus, the presence of a Support Teacher was fundamental to ensure that the student could learn the content and overcome this limitation. In conclusion, personalized adaptation, commitment, and collaborative work between the Support Teacher and students with low vision and blindness improve their learning conditions.

Blind Leading the Sighted

Voice-activated personal assistants (VAPAs) are becoming smaller, cheaper, and more accurate, such that they are now prevalent in homes (e.g., Amazon Echo, Sonos One) and on mobile devices (e.g., Google Assistant, Apple Siri) around the world. VAPAs offer considerable potential to individuals who are blind, offering efficiencies over gesture-based input on touchscreen devices. However, research is just beginning to reveal the ways in which these technologies are used by people who are blind. In the first of two studies, we interviewed 14 blind adults with experience of home and/or mobile-based VAPAs, surfacing myriad accessibility, usability, and privacy issues for this community. A second study analyzing podcast content from 28 episodes relating to blind interactions with VAPAs was then undertaken to validate and extend findings from the first study. In addition to verifying prior findings, we learned that blind users wanted to leverage VAPAs for more productivity-oriented tasks and increased efficiency over other interaction modalities. We conclude that (1) VAPAs need to support a greater variety of AI personas, each specializing in a specific type of task; (2) VAPAs need to maintain continuity of voice interaction for both usability and accessibility; and (3) blind VAPA users, and especially blind technology podcasters, are expert voice interface users who should be incorporated into design processes from the beginning. We argue that when the blind lead the sighted through voice interface design, both blind and sighted users can benefit.