Public computer assisted learning facilities for children with visual impairment: Universal design for inclusive learning

Kin Wai Michael SIU, Mei Seung Michelle LAM

Research output: Contribution to journalArticles

5 Citations (Scopus)

Abstract

Although computer assisted learning (CAL) is becoming increasingly popular, people with visual impairment face greater difficulty in accessing computer-assisted learning facilities. This is primarily because most of the current CAL facilities are not visually impaired friendly. People with visual impairment also do not normally have access to personal CAL facilities due to their high price, thus they may have access to public CAL facilities only, such as those provided by schools, libraries and community centers. A case study was carried out in Hong Kong to review the design of public CAL facilities for people with visual impairment. One of the findings shows that children with visual impairment face more barriers than others in using public CAL facilities. The design inclusiveness of the CAL facilities is low because children with visual impairment may find it difficult to approach, reach, manipulate and use the facilities. By applying the Universal Design Principles, this paper identifies the deficiencies in existing designs. The paper further identifies and discusses some key directions for improvements in design policy and practice. Copyright © 2012 Springer Science+Business Media, LLC.
Original languageEnglish
Pages (from-to)295-303
JournalEarly Childhood Education Journal
Volume40
Issue number5
DOIs
Publication statusPublished - Oct 2012

Citation

Siu, K. W. M., & Lam, M. S. (2012). Public computer assisted learning facilities for children with visual impairment: Universal design for inclusive learning. Early Childhood Education Journal, 40(5), 295-303.

Keywords

  • Accessibility
  • Children with visual impairment
  • Computer assisted learning (CAL)
  • Equal opportunity
  • Learning facilities
  • Universal design

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