Assistant technologies during the organization of the educational process of persons with visual disabilities

Author(s):

DOI: https://doi.org/10.30929/2307-9770.2021.09.01.01

Paper Language: UKR

Download full-pdf

Abstract

The current problem of accessibility of information and communication technologies remains a priority when discussing the rights of people with special needs. Modern communication and information processing devices assume that the user has the ability to see, hear, speak and feel. As a result, people with physical, sensory, and cognitive impairments are unable to access and use computers due to limited human-machine interfaces that do not allow for change. Therefore, the main focus in world practice in the development of technology for people with special needs is focused on those aspects that provide constructive solutions that allow for alternative data representation and the ability to work with input and output devices. To solve this problem, assistive technologies are being developed. Based on the above, the aim of the article was to analyze the features of the use of assistive technologies in the organization of the educational process for the visually impaired. To achieve it, we used the method of analysis of scientific works of scientists and national standards of Ukraine. The article discusses assistive information technologies, which are special software or hardware designed to increase the availability of communication information for people with visual impairments. Analyzing the scientific work of scientists, we concluded that today in Ukraine there is no single conceptual and terminological apparatus to identify tools to empower people with special educational needs. To do this, scientists use a number of terms: "assistive technologies", "auxiliary or compensatory technologies". It is investigated that the necessary condition for successful training of visually impaired people is the creation of material and technical resources and the use of assistive technologies. It is established that in the organization of educational activities of persons with visual impairments is taken into account, above all, the safety and sustainability of the subject-spatial environment. The authors propose a classification and analyze the main assistive technologies used in the organization of training for people with visual impairments. The main approaches to improve the effectiveness of technology in the organization of the educational process of people with visual impairments are proposed.

Keywords

assistive technologies, visually impaired people, people with special educational needs

References

  1. Yakushenko, L. M. (2019). Aktualni problemy sotsialnoho zakhystu lyudey z invalidnistyu [Current issues of social protection of people with disabilities]. Alitychna zapyska. Seriya "Sotsialna polityka" - Alitic note. Social Policy Series. 9. 11-14. [in Ukrainian]
  2. Statystychni dani [Statistics]. Tsentr medychnoyi statystyky MOZ Ukrayiny - Center for Medical Statistics of the Ministry of Health of Ukraine. URL: http://medstat.gov.ua/ukr/statdan.html (acceded 30.01.2021). [in Ukrainian]
  3. Bilyk, Yu. V., Vasylenko, O. M. (2015). Osoblyvosti zhyttyediyalnosti ditey z vadamy zoru [Features of life of children with visual impairments]. Naukovyy visnyk Uzhhorodskoho natsionalnoho universytetu - Scientific Bulletin of Uzhhorod National University. 35. 32-34. [in Ukrainian]
  4. Hewett R., Douglas G., McLinden M., Keil S. (2017). Developing an inclusive learning environment for students with visual impairment in higher education: Progressive mutual accommodation and learner experiences in the United Kingdom. European Journal of Special Needs Education. 32(1). 89-109.
  5. Postoyan, T. H. (2020). Asystyvni tekhnolohiyi u konteksti inklyuzyvnoyi osvity [Assistive technologies in the context of inclusive education]. Habitus. Issue 12.Vol. 2. 198-202. [in Ukrainian]
  6. Yakovenko, O. Yе., Nosov, P. S., Yakovenko, Ye. O. (2015). Informatsiyna asystyvna tekhnolohiya navchannya osib z porushennyam oporno-rukhovoho-aparatu [Information and assistance technology of training of persons with musculoskeletal disorders]. Informatsiyni tekhnolohiyi v nautsi, osviti ta vyrobnytstvi - Information technologies in science, education and production. Issue 4(11). 92-98 [in Ukrainian]
  7. Nosenko, Yu., Shyshkina, M. (2018). Tekhnolohiyi pidtrymky personifikovanoho navchalnoho seredovyshcha [Technologies to support a personalized learning environment]. Nova pedahohichka dumka - A new pedagogical idea. Issue 3. 44-50. [in Ukrainian]
  8. Bondarenko, T. V. (2018). Vykorystannya informatsiyno-komunikatsiynykh tekhnolohiyi dlya zabezpechennya dostupnosti i rozvytku inklyuzyvnoyi osvity [Use of information and communication technologies to ensure the accessibility and development of inclusive education]. Informatsiyni tekhnolohiyi i zasoby navchannya - Information technologies and teaching aids. Issue 67.5. 31-43. [in Ukrainian]
  9. Yurasova, Yu. (2020). A. Suchasni tekhnolohiyi orhanizatsiyi sotsialno-pedahohichnoyi diyalnosti v inklyuzyvnomu seredovyshche [Modern technologies for the organization of socio-pedagogical activities in an inclusive environment].Kvalifikatsiyna robota na zdobuttya stupenya vyshchoyi osvity "bakalavr": nauk. kerivnyk k.ped.n., dotsent T. V. Korshun. Qualification work for the degree of "bachelor": science. Head Candidate of Pedagogical Sciences, Associate Professor TV Korshun..Kherson : KHDU. 62. [in Ukrainian]
  10. Krsek, O. Ye. (2019). Use of assistive technol ogies for language learners with visual and hearing impairments in the USA. Dukhovnist osobystosti: metolohiya, teoriya i praktyka - Spirituality of personality: methodology, theory and practice. 6 (93). 148-155.
  11. Ahmad, F. K. (2015). Use of assistive technology in inclusive education: Making room for diverse learning needs. Transcience 6(2). 62-77.
  12. Chand, B. (2018). Challenges of ICT by Using AT (Assistive Technology) for Inclusive Education of Visual Impairment. Current Educational Research. 1(03). 85-90.
  13. Onivehu, A. O., Ohawuiro, O. E., Oyeniran, B. J. (2017). Teachers Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools. Acta Didactica Napocensia. 10(4). 21-32.
  14. Erdem, R. (2017). Students with special educational needs and assistive technologies: A literature review. Turkish Online Journal of Educational Technology-TOJET. 16(1).128-146.
  15. Kulakova, Ye. V. (2014). Primeneniye assistivnykh tekhnologiy v praktike inklyuzivnogo obucheniya detey s narushennym slukhom [Application of assistive technologies in the practice of inclusive education for children with hearing impairments]. Spetsial'noye obrazovaniye - Special education. 2. 21-29 [in Russian]
  16. Akhmedzyanova, T. S., Belukhina, N. N. (2018). Assistivnyye tekhnologii kak sredstvo adaptatsii lits s OVZ v obrazovatel'nom prostranstve [Assistive technologies as a means of adaptation of persons with disabilities in the educational space]. Informatika, modelirovaniye, avtomatizatsiya proyektirovaniya - Computer science, modeling, design automation. 57-61. [in Russian]
  17. Karpov, A. A. (2013). Assistivnye informatsionnye tekhnologii na osnove audiovizual'nykh rechevykh interfeysov [Assistive information technologies based on audiovisual speech interfaces]. Trudy SPIIRAN - SPIIRAS Proceedings. Vol. 4 (27). 114-128 [in Russian]
  18. Netiosov, S. I. (2015). Informatsiyno-komunikatsiyni tekhnolohiyi zasib sotsializatsiyi osib z hlybokymy vadamy zoru [Information and communication technologies a means of socialization of people with profound visual impairments].Informatsiyni tekhnolohiyi i zasib navchannya - Information technology and learning tool. Vol. 46. 2. 132-138. [in Ukrainian]
  19. Suchasni zasoby IKT pidtrymky inklyuzyvnoho navchannya: navchal?nyy posibnyk [Modern means of ICT to support inclusive education: a textbook]/ A.V. Heta ta in. ; za zah. red. YU.H. Nosenko. Poltava: PUET, 2018. 261. [in Ukrainian]