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DOI:http://dx.doi.org/10.26855/er.2019.11.001

Accessible Digital Textbook for Learners with Disabilities: Opportunities and Challenges

Author: Mary W. Wambaria
Date: November 4,2019 Hits: 199

Abstract

The pilot study of the Accessibility Digital Textbook for learners in grade one was undertaken in March 2019.It was designed as a mixed methods study to investigate the opportunities and challenges of the Accessible digital textbook. The need to extend the provision of accessible formats to include digital learning resources (in addition to braille, audio, and large print) led to this study. An accessible digital textbook is a tool that allows all learners, including those with disabilities, to access information in alternative formats. While conventional teaching and learning resources are reasonably accessible to regular learners, they clearly present significant barriers for learners who have long-term physical, mental, intellectual or sensory impairments. In an effort to promote the dignity of learners with disabilities, there is need to harness information and communications technologies (ICT) to cater for their educational needs. One strategy to address this, is the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and resources to support persons with disabilities. This article explores the benefits and challenges of developing an accessible digital textbook in relation to the VARK (Visual, Auditory, Read/Write, and Kinaesthetic) Learning style model. It is hoped issues raised in this paper will respond to a broad audience of different stakeholders engaged in either development or utilisation of digital accessible textbooks.

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Accessible Digital Textbook for Learners with Disabilities: Opportunities and Challenges
Mary W. Wambaria
Kenya Institute of Curriculum development
How to cite this paper: Wambaria M.W. (2019). Accessible Digital Textbook for Learners with Disabilities: Opportunities and Challenges. The Educational Review, USA, 3(10), 164-174.
DOI: http://dx.doi.org/10.26855/er.2019.11.001
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