05. Conference Proceedings & Working Papers
Permanent URI for this community
Browse
Browsing 05. Conference Proceedings & Working Papers by Subject "Assistive Technologies"
-
PublicationAdvocating Assistive Technologies for Clothing and Textiles Work-Based Learning among Persons with Special Needs in Nigeria( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // Studies have shown that Persons with Special Needs (PSN) are given poor attention and faced with marginalization in developing countries like Nigeria. Through assistive and adaptive technologies, PSN can move about, drive, sew clothes, knit, and weave, like other able-bodied. Most institutions engage in Work-Based Learning (WBL) in clothing and textiles vocation. They need assistive technology to make them excel in their chosen carrier. The study examined work-based learning tools in clothing and textiles, assessed the monitoring strategies employed in WBL and advocated for the inclusion of assistive technology for PSN. The study was carried out in three Special higher educational institutions in Nigeria. A mixed-method approach was adopted in the study. Purposive sampling was used to select students with special needs (81), WBL facilitators (16) and institution management staff (7). Primary Data was collected using questionnaires and interview schedules and analyzed using frequency and percentage. The results showed that the sewing equipment needed for clothing construction was available and functional in the WBL centres, however, Computer-Aided Designs (x ̅=0.5) and assistive technology (x ̅=0.25) were not available. Internet facilities and electronic learning were not functional. Finance was a major factor that affected the participation of PSN in the training centres. The high cost of learning materials (x ̅=2.32), and transportation fees (x ̅=2.03) to training centres influenced their learning. The study advocated for assistive technology in the WBL centres to make learning inclusive for PSN. Financial support for internet facilities and electronic learning is also recommended. // Paper ID 5362 -
PublicationAssistive Technology for Students-with-Disabilities Entrepreneurial Development during the Covid-19 Era in South-South, Nigeria( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The study investigated assistive technology for students-with-disabilities entrepreneurial development during the Covid-19 era in South-South, Nigeria. The need for the entrepreneurial development of students-with-disability is essential as a result of the harsh effects of the Covid-19 Pandemic. Three research questions and three hypotheses were answered and tested in the study. Descriptive survey design was adopted in the study. Population of the study comprised all the special schools in South-South, Nigeria while purposive as well as random sampling technique was used to draw two public and private special schools as sample for the study and 246 special students were drawn as respondents for the study in two states (Rivers and Delta) in South-South, Nigeria. One public and one private school was selected in each state. Instrument adopted for data collection was a 15-item questionnaire tagged “Assistive Technology Adoption for Entrepreneurial Development of Special Needs Students Questionnaire” (ATAEDSNSQ). The instrument was face and content validated by two experts (one in Measurement and Evaluation and the other in Special Education). Reliability of the instrument was determined using Cronbach alpha reliability with an index of 0.79. The research questions were analyzed using mean and standard deviation while the hypotheses were tested using z-test statistics at 0.05 level of significance. Findings of the study showed that the schools did not differ significantly in the available emerging assistive technologies, its adoption and the challenges to the adoption of these emerging technologies for students-with-disabilities entrepreneurial development during the COVID-19 era in South-South, Nigeria. It was recommended among other needs that a technology policy should be enacted to guide the operations of these schools. // Paper ID 4470
-
PublicationDigital Literacy Initiative for Person with Disability in Fiji( 2022-09)PCF10 Sub-theme: Building Resilience // The promising use of digital technologies by persons with disabilities (PWDs) for education, employment, social and economic integration in the society is evident. As such, digital skills for the successful utilisation of digital technologies to support, societal inclusion is necessary. This study highlights a case study conducted with a sample of PWDs to evaluate their digital literacy status in Fiji using a digital literacy scale. Furthermore, a digital literacy remediation tool was used to improve the understanding of digital literacy and the digital literacy skills of the selected sample in Fiji. The results reveal that the participants were very low to low digitally literate. The digital literacy remediation was not attempted by any of the participants indicating lack of confidence in attempting technology driven modules. Although the remediation tool was tailored to include the PWDs, there are recommendations from the participants on its further improvements. The digital literacy scale and the digital literacy remediation tool fostered effective learning of digital skills for the persons with disabilities thus paving a way for promoting equity and inclusion in the digital society. // Paper ID 6005
-
PublicationIntroducing a Course on Open Educational Resources (OER) during Covid-19 to Empower Women Learners with Visual Impairment- Perceptions, Practices, and Potentials( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // This paper reflects on the potential of introducing an OER course to empower visually impaired female learners in Karachi, Pakistan, during COVID-19. Through a participatory action research approach, twenty female learners completed an adapted course titled ‘Understanding Open Educational Resources’, offered by the Commonwealth of Learning. For a hands-on experience, they later participated in various collaborative activities. Data was gathered through audio surveys, focus groups, and interviews, and analyzed thematically. Overall, the course empowered participants and shifted their dependencies to independencies. Participants were engaged in communities of practices, and took ownership to search, filter, and create/adapt open learning resources. The course has opened up new avenues for them to benefit their community members in innovative ways. It is proposed to introduce OER in national education policy to ensure educational accessibility among the disadvantaged population. // Paper ID 4005
-
PublicationOptimizing Assistive Technologies as a Tool for ODeL Implementation to Learners with Disabilities in TVET Institutions in Kenya( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // Education for sustainable development is an essential component of every human being. This means that education should be available and accessible to all learners on the basis of equal opportunity and equity. However, the persons with disabilities are often marginalized and consequently, they may not access technical training as they should. The Corona virus has revealed emerging vulnerabilities in education systems around the world. It is now clear that Kenya needs flexible and resilient education systems as we face erratic futures. Technology could be leveraged to ensure that learning takes place even as the country faces the Covid-19 uncertainties. It is true that government agencies have focused more on providing access to the learners in TVET institutions through Open, Distance and eLearning (ODeL) systems but overlooked the aspect of equity. Therefore, there is necessity for special commitment to enhance necessary technology to allow access to training and transition to work for learners with disabilities in TVET institutions. This paper achieves this through (1) defining the key concepts of ODeL, and (2) Presenting a model for optimizing assistive technologies in TVET institutions. A descriptive research design was adopted for this study and pertinent literature was visited to capture the essence of continued learning during these unprecedented times. The paper concludes that the optimisation of assistive technologies as a tool for promoting equity and inclusion in TVET education is viable through proactive educational leadership and policies that ensure availability of the appropriate human capacity and infrastructural resources. // Paper ID 3549
-
PublicationSupporting Institutions to Utilise Assistive Technology in ODL to Enhance Learning of Trainees with Disability in Low-Income Countries( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // This paper presents information from a study of the use of Assistive Technology (AT) during open and distance learning (ODL) in TVET training institutions. There has been an increase in the number of people with disability enrolling into post-secondary education and, with the advent of COVID, learning has often moved to either a blended or online mode. There is also an increasing level of digitisation across the world, and a need for learners to be fluent in some of the digital technologies that are changing the nature of education and the workplace. Training for instructors is a key element of ensuring trainee success and inclusion when using AT in the learning environment. // Data were collected via a range of sources. A desktop review identified areas of appropriate literature. A survey was then developed and conducted with staff in TVET institutions which gathered data on competencies required by staff to engage learners and their experiences with AT and trainees with disability. This data resulted in the development of a course to support staff working with AT and trainees with disability in an open and distance mode. Development of the course is described along with its initial piloting and feedback from participants. // Paper ID 3337
-
PublicationThe Use of Mobile Phones to Enhance Inclusive and Equitable Education for All. A Case of Disabled Youths in Bamenda, Cameroon( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // This paper investigates how physically disabled youths in the town of Bamenda, the capital city of the North West Region of Cameroon are able to fit in the Sustainable Development Goal 4 especially with technological advancement. The Sustainable Development Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The emergence of technology has been an asset to learning in the 21st Century. This research seeks to understand how the physically disabled youths benefit in this wave of technology as concerns their education enhancement. We set off with the following questions. How can phones be used by disabled youths such as the blind and deaf? How can phones help the education of physical disabled youths? Proposed answers to the above stated questions were; Mobile phones are wired with apps and settings which help people living with disability. Through mobile phones, physically disabled youths can access learning materials on the internet and through voice notes. The main theoretical resource for this study is Technological Mediation Theory by Verbeek. Purposeful samplings of 30 physically disabled youths in the city of Bamenda were our focus. Interviews and observation were the means through which data was obtained. Results have it that, among the disabled, the deaf are very active of phones and social media with video aids and the possibility of writing. While the blind have audio setting on their phones, which help them get most information they want. Their trainers as well learn quite well on how to accommodate them and carry them along their respective training. // fPaper ID 5499
-
PublicationUnlocking Potential for Enhanced Teaching and Learning of Students with Visual Impairment in Uganda’s Public Universities: the Role of Assistive Technologies( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // Enrolment of students with visual impairment (SVI) in Uganda’s universities is increasing amidst limited awareness and capacity of educators to effectively support their learning despite the existence of policies aimed at improving their learning. Makerere University in partnership with Kyambogo University; the National Council for Higher Education and the Uganda National Association of the Blind is implementing a project to address the staff capacity constraints to support SVI in two public universities. // The goal of the project is to build capacity in public universities to provide an inclusive teaching and learning environment for the SVI through effective usage of assistive technologies. The project adopted a combination of a qualitative interpretivist and Design Based Research to analyze the contexts in which public universities provide education to SVI; and secondly, to train staff and SVI in using selected assistive technologies to support the teaching and learning of SVI. A Situational analysis was conducted from three public universities with a sample of 29 students with visual impairment, 17 teaching staff, 09 academic leaders (Dean and Heads of department) and 18 administrative staff. // A three-week blended learning training was developed based on the data from the situational analysis and offered to 40 staff members from two universities. The trained staff are implementing action points from the training in their practices. SVIs in the two universities have also been oriented to the assistive technologies. The papers share findings from the project this far. // Paper ID 7483