![]() Hover functionĪnother feature that can hinder navigation for students with VIs is the use of hover functions (where additional content appears when an element is hovered over). buttons) should be clearly labelled in order for students using different technologies to receive all of the necessary information. Therefore, any functionality elements (e.g. Since screen readers may not be able to perceive this change in colour, any information that is conveyed using colour alone may be lost to colour-blind or low-vision students (Kharade and Peese, 2012). ColourĬolour is often used to communicate information regarding navigation properties, such as an active tab or a disabled element. This design makes it easier for students to navigate around the page. It is also recommended that the web page be structured in a three-column design, with the menu on the left, the content in the middle and additional functionalities on the right. This ensures that time is not wasted on learning navigational features. (2012) emphasise that when it comes to an LMS, keyboard shortcuts should become standardised, to allow for efficient use of the LMS. For example, when using a screen reader to navigate a search engine, the user can type the letter ‘h’ to peruse the headings on the results page. Keyboard equivalence enables access to on-screen elements by pressing specific keys on the keyboard. You should also ensure that there is keyboard equivalence (or keyboard shortcuts) for each toolbar, instruction and navigation. Such difficulties can be avoided by ensuring that your online learning platform has a clear and consistent layout, as well as clear headings. Students with VIs, therefore, need to be aware of which keys to use for navigation, in order to gain an idea of the layout. This is because students using a screen reader are unable to gain an immediate sense of a page’s layout – unlike students without VIs, who are able to do so at a glance. Structure and functionality Layout and keyboard equivalenceįor visually impaired students using assistive technology, it can be challenging to navigate around a screen. However, if the features of the LMS, along with the content that it houses, are not designed with accessibility in mind, this creates barriers for visually impaired learners. An LMS often encompasses tools such as discussion forums, blogs, wikis, databases, quizzes and assessments that can be used to enhance the learning experience. An LMS is a software application that serves as the platform through which eLearning content is delivered to a student. When it comes to online learning, many courses are accessed via a learning management system (LMS). It is crucial for these assistive technologies to be considered when designing learning materials that are to be accessed by students with visual impairments. ![]() Students who are blind are more likely to use screen reader software, which narrates the elements on the display as the user navigates around the screen via the keyboard. With this software, the individual moves the mouse cursor around the screen, viewing one portion of the display at a time. ![]() Students with low visual acuity typically use screen magnification software, which enlarges the display to a comfortable size with as little pixilation as possible. Assistive technology refers to any equipment, software or product that serves to improve or increase the functional capacity of an individual with a disability ( Assistive Technology Industry Association, n.d.). When learning – particularly in a digital environment – many students with VIs make use of assistive technologies to access their learning materials. ![]() Digital learning and assistive technologies Additionally, it will explore some of the barriers that arise when learning materials are not designed to accommodate assistive technologies, as well as how these barriers can be overcome through accessible design. This article will examine these challenges in detail, focusing on the barriers that visually impaired students face when accessing online learning. Such individuals face a number of challenges when it comes to accessing education (Naidoo et al., 2015). This figure includes individuals born with VIs, as well as those who have developed such impairments later in life. This impairment is defined as an eye condition characterised by reduced visual capacity, which cannot be improved with glasses, contact lenses, surgery or medical treatments (Naipal and Rampersad, 2018).According to the South African National Council for the Blind (in Naidoo et al., 2015), approximately 750 000 South Africans are visually impaired. Visual impairment (VI) is the most common form of disability in South Africa (Naidoo et al., 2015). ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |