東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Digital Accessibility Knowledge Amon...

Vo, Huyentran L.

Linked to FindBook

Google Book

Amazon

博客來

Digital Accessibility Knowledge Among TVIs: Proficiencies in Acquiring Accessible Materials.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Digital Accessibility Knowledge Among TVIs: Proficiencies in Acquiring Accessible Materials./
Author:	Vo, Huyentran L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	250 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31237397
ISBN:	9798382804989

Digital Accessibility Knowledge Among TVIs: Proficiencies in Acquiring Accessible Materials.
Vo, Huyentran L.

Digital Accessibility Knowledge Among TVIs: Proficiencies in Acquiring Accessible Materials. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 250 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--University of Massachusetts Boston, 2024.

Students with visual impairments deserve equal access to educational materials and have a legal right to accessible materials. This study explored the critical role and proficiencies of teachers of students with visual impairments (TVIs) in acquiring digital accessible instructional materials (AIM). The Cultural-Historical Activity Theory, Technological Pedagogical, and Content Knowledge frameworks were combined to provide a holistic understanding of TVIs' technological experiences with digital AIM. A mixed-methods transdisciplinary approach surveyed 114 K-12 TVIs across the US to understand their technology use, self-reported proficiency, and experiences acquiring AIM. The study also assessed TVIs' skills in applying digital accessibility best practices through two inaccessible digital document simulations. The results showed that TVIs were the primary personnel responsible for all the major steps in acquiring digital AIM (including gathering, adapting, and teaching technology skills). Time constraints, difficulty obtaining materials from teachers, and technological difficulties were all common obstacles. In 41% of cases, students did not consistently receive accessible materials on time. Despite the rise of digital resources, there was a high need to adapt print materials. A mere 28% of participants were considered proficient in multiple aspects of technology knowledge. Participants primarily used mainstream technology to acquire digital AIM, spent eight hours a week, and commonly spent time outside working hours to meet their students' needs. The number of years of experience did not impact the time spent each week acquiring digital AIM. However, technological proficiency had a significant impact; TVIs who were proficient spent 3.24 hours more per week acquiring digital AIM than those who were not proficient. Participants with higher technology proficiency also spent significantly more time adapting simulations and tended to have greater simulation accuracy. A discussion on the implications of the quality of education for students who are blind or visually impaired led to practical recommendations for more frequent hands-on training using commonly available tools, simplified accessibility guidelines, and building awareness to streamline collaboration processes.

ISBN: 9798382804989Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Accessible instructional materials

Digital Accessibility Knowledge Among TVIs: Proficiencies in Acquiring Accessible Materials.
LDR:03580nmm a2200409 4500 001 2398431
005 20240812064637.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382804989
035 $a (MiAaPQ)AAI31237397
035 $a AAI31237397
040 $a MiAaPQ $c MiAaPQ
100 1 $a Vo, Huyentran L. $3 3768346
245 1 0 $a Digital Accessibility Knowledge Among TVIs: Proficiencies in Acquiring Accessible Materials.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 250 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Brusegaard, Callie.
502 $a Thesis (Ph.D.)--University of Massachusetts Boston, 2024.
520 $a Students with visual impairments deserve equal access to educational materials and have a legal right to accessible materials. This study explored the critical role and proficiencies of teachers of students with visual impairments (TVIs) in acquiring digital accessible instructional materials (AIM). The Cultural-Historical Activity Theory, Technological Pedagogical, and Content Knowledge frameworks were combined to provide a holistic understanding of TVIs' technological experiences with digital AIM. A mixed-methods transdisciplinary approach surveyed 114 K-12 TVIs across the US to understand their technology use, self-reported proficiency, and experiences acquiring AIM. The study also assessed TVIs' skills in applying digital accessibility best practices through two inaccessible digital document simulations. The results showed that TVIs were the primary personnel responsible for all the major steps in acquiring digital AIM (including gathering, adapting, and teaching technology skills). Time constraints, difficulty obtaining materials from teachers, and technological difficulties were all common obstacles. In 41% of cases, students did not consistently receive accessible materials on time. Despite the rise of digital resources, there was a high need to adapt print materials. A mere 28% of participants were considered proficient in multiple aspects of technology knowledge. Participants primarily used mainstream technology to acquire digital AIM, spent eight hours a week, and commonly spent time outside working hours to meet their students' needs. The number of years of experience did not impact the time spent each week acquiring digital AIM. However, technological proficiency had a significant impact; TVIs who were proficient spent 3.24 hours more per week acquiring digital AIM than those who were not proficient. Participants with higher technology proficiency also spent significantly more time adapting simulations and tended to have greater simulation accuracy. A discussion on the implications of the quality of education for students who are blind or visually impaired led to practical recommendations for more frequent hands-on training using commonly available tools, simplified accessibility guidelines, and building awareness to streamline collaboration processes.
590 $a School code: 1074.
650 4 $a Special education. $3 516693
650 4 $a Teacher education. $3 3172312
650 4 $a Disability studies. $3 543687
650 4 $a Education. $3 516579
653 $a Accessible instructional materials
653 $a Best practices
653 $a Blind and visually impaired
653 $a Digital accessibility
653 $a Visual impairments
653 $a Technology proficiency
690 $a 0529
690 $a 0530
690 $a 0201
690 $a 0515
710 2 $a University of Massachusetts Boston. $b Global Inclusion and Social Development (PhD). $3 3433329
773 0 $t Dissertations Abstracts International $g 85-12A.
790 $a 1074
791 $a Ph.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31237397