Enhancing inclusive Education through Audio books: A Collaborative Approach for Visually Impaired Children
DOI:
https://doi.org/10.29070/qcyz5f70Keywords:
Audio, Books, Visually, Children, educationAbstract
In our modern world, people from all walks of life and all demographics agree that education is crucial. In today's knowledge-driven society, everyone needs access to high-quality education if they want to thrive Even more concerning is the fact that many visually impaired kids have a hard time with not just understanding academic topics but also finishing their work and doing well on tests. Recently developed audio-based assistive solutions for the visually impaired are included with regard to research on mobile assistive technology and applications for visually impaired people. Audiobooks gained popularity as a viable alternative to Braille books due to their portability. Adding music and sound effects made the audio books more visually appealing, which helped them reach all children, even those with disabilities.
References
M. Zbuzant, New Method of Teaching in Primary Schools. Int. J. Adv. Stu. Hum. Soc. Sci. 2024, 13(3):175-183.
Mwakyeja, Baraka Michael. “Teaching Students with Visual Impairments in Inclusive Classrooms: A Case Study of One Secondary School in Tanzania.” (2013).
Tahiri, Halima. (2023). The Challenges Experienced by Visually Impaired Students in Moroccan Universities. The Journal of Quality in Education. 13. 1-11. 10.37870/joqie. v13i22.391.
Dawud, Ghadeer & Farrah, Mohammed. (2024). Visually impaired students in both face-to-face and e-learning. Contemporary Research in Education and English Language Teaching. 6. 11-19. 10.55214/26410230.v6i1.846.
Shailaja Reddy et al., (2014) “Impact of low vision care on reading performance in children with multiple disabilities and visual impairment”, ‘International Journal of Education and Development’, Vol.2, Isse.1, Pp.9-11
Valeria Bono et al., (2014) “Working-Age Cataract Patients: Visual Results, Reading Performance, and Quality of Life with Three Diffractive Multifocal Intraocular Lenses”, ‘American Academy of Ophthalmology’, ISSN:0161-6420, Vol.121, Issue.1, Pp.34-44.
Dr.Daniela (2015) “Students With Visual Impairments: Braille Reading rate”, ‘(IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education’, Vol.3, Issue.1, Pp.1-6.
Nathalie Chaves et al., (2015) “Orthographic learning during reading: the role of whole-word visual processing”, ‘Journal of Research in Reading, Wiley’, Vol.38, Issue.10, Pp.141-158.
Fatih Mehmet Adibelli et al., (2016) “The evaluation of reading performance with minnesota low vision reading charts in patients with age-related macular degeneration”, ‘Review of Inter- journal of Science’, Vol.23, Issue.4, Pp.302-306.
Gerald McGwin et al., (2016) “Development of a Reading Accessibility Index Using the MNREAD Acuity Chart”, ‘Original Investigation’, Vol.134, Issue.4, Pp.398-405
Jeroen Goossens et al., (2016) “Perceptual Learning in Children with Infantile Nystagmus: Effects on Reading Performance”, ‘Investigative ophthalmology & visual science’, Vol.57, Issue.10, Pp.4239-4246.
Dr.Elizabeth Barker et al., (2017) “A Longitudinal Study of Reading Growth for Students with Visual Impairments”, ‘Journal on Technology and Persons with Disabilities’, Vol.78, Issue.1, Pp.89-106
Sara Bertoni et al., (2017) “A different vision of dyslexia: Local precedence on global perception”, ‘Scientific Reports’, Vol.7, Issue.12, Pp.10-15.
Sonia Srivastav et al., (2013) “Impact of low vision rehabilitation on functional vision performance of children with visual impairment”, ‘IJRS’, Vol.6, Issue.3, Pp.170-174.
Suzana Rabello (2014) “The influence of assistive technology devices on the performance of activities by visually impaired”, ‘IRJS’, ISSN:0034-7280, Vol.73, Issue.2, Pp.103-107.
This work is licensed under a 