Revealing the whiteboard to blind students: An inclusive approach to provide mediation in synchronous e-learning activities

Promoting the inclusion of students with disabilities in e-learning systems has brought many challenges for researchers and educators. The use of synchronous communication tools such as interactive whiteboards has been regarded as an obstacle for inclusive education. In this paper, we present the pr...

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Bibliographic Details
Published in:	Computers and education Vol. 54; no. 4; pp. 866 - 876
Main Authors:	Freire, André P., Linhalis, Flávia, Bianchini, Sandro L., Fortes, Renata P.M., Pimentel, Maria da Graça C.
Format:	Journal Article
Language:	English
Published:	Elsevier Ltd 01-05-2010 Elsevier
Subjects:	Access to Education Assistive Technology Audiovisual Aids Blindness Case Studies Computer Assisted Instruction Computer Software Distance Education E-learning Educational Technology Electronic Learning Inclusive education Inclusive Schools Instructional Effectiveness Special Education Special Needs Students Synchronous Communication Synchronous distance education Teaching Methods Inclusive education E-learning Synchronous distance education
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Summary:	Promoting the inclusion of students with disabilities in e-learning systems has brought many challenges for researchers and educators. The use of synchronous communication tools such as interactive whiteboards has been regarded as an obstacle for inclusive education. In this paper, we present the proposal of an inclusive approach to provide blind students with the possibility to participate in live learning sessions with whiteboard software. The approach is based on the provision of accessible textual descriptions by a live mediator. With the accessible descriptions, students are able to navigate through the elements and explore the content of the class using screen readers. The method used for this study consisted of the implementation of a software prototype within a virtual learning environment and a case study with the participation of a blind student in a live distance class. The results from the case study have shown that this approach can be very effective, and may be a starting point to provide blind students with resources they had previously been deprived from. The proof of concept implemented has shown that many further possibilities may be explored to enhance the interaction of blind users with educational content in whiteboards, and further pedagogical approaches can be investigated from this proposal.
ISSN:	0360-1315 1873-782X
DOI:	10.1016/j.compedu.2009.09.016