Implementing Accessible Online Learning for Blind and Visually Impaired Students: A Piolot Study

Implementing Accessible Online Learning for Blind and Visually Impaired Students: A Piolot Study

Hugh O’Neill (Central Remedial Clinic, Ireland), Inmaculada Arned llo-Sanchez (Centre for Research in IT in Education (CRITE) and University of Dublin, Ireland) and Brendan Tangney (Centre for Research in IT in Education (CRITE) and University of Dublin, Ireland)
DOI: 10.4018/978-1-59904-096-7.ch012
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Abstract

This chapter presents a framework for the design of accessible online learning environments for blind and visually impaired students in terms of accessibility and the design process. The conjunction of the Web content Accessibility Guidelines Version 1 and the Principles of Universal Design for Learning (Centre for Applied Special Technology) into the instructional design process forms the basis of our approach. The first cycle of this iterative study implements objectivist instructional design theory to teach blind and visually impaired students how to write Web pages in HTML. For future iterations, we argue for the implementation of objectivist instructional design theories to provide clarity of structure beneficial for blind and visually impaired learners, together with constructivist notions such as a clientcentred design approach and mechanisms for interaction to promote collaborative construction of knowledge.

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