Understanding the Practice, Perception, and Challenge of Blind or Low Vision Students Learning through Accessible Technologies in Non-Inclusive 'Blind Colleges'

2025-01-13

AI Summary

This study investigates the practical challenges and educational efficacy of assistive technologies—such as screen readers, braille displays, tactile graphics devices, and customized platforms—among visually impaired students in resource-constrained Chinese schools for the blind. Employing a mixed-methods approach—including in-depth interviews, classroom observations, and analysis of technology usage logs—it identifies four structural barriers to effective technology integration: chronic underfunding, insufficient teacher capacity, lack of curriculum adaptation, and fragmented policy implementation. Empirical findings demonstrate that tactile–digital multimodal technologies significantly enhance knowledge acquisition efficiency. The study proposes a policy pathway leveraging assistive technology to transition specialized blind schools toward inclusive higher education institutions and introduces a scalable framework for inclusive education tailored to resource-limited contexts. Crucially, it underscores the pivotal role of early intervention in mitigating capability gaps among visually impaired learners.

Technology Category

• Humans and AI: AI for Accessibility
• Computer Vision: Bias, Fairness & Privacy
• Intelligent Robots: Multimodal Perception & Sensor Fusion

Application Category

• Security and Privacy: Privacy-enhancing technologies
• Responsible Web: Data and user privacy-enhancing technologies for the Web
• Economics, Online Markets and Human Computation: Incentives in network design for Web infrastructures and ecosystems

Abstract

In developing and underdeveloped regions, many 'Blind Colleges' exclusively enroll individuals with Blindness or Vision Impairment (BLV) for higher education. While advancements in accessible technologies have facilitated BLV student integration into 'Integrated Colleges,' their implementation in 'Blind Colleges' remains uneven due to complex economic, social, and policy challenges. This study investigates the practices, perceptions, and challenges of BLV students using accessible technologies in a Chinese 'Blind College' through a two-part empirical approach. Our findings demonstrate that tactile and digital technologies enhance access to education but face significant integration barriers. We emphasize the critical role of early education in addressing capability gaps, BLV students' aspirations for more inclusive educational environments, and the systemic obstacles within existing frameworks. We advocate for leveraging accessible technologies to transition 'Blind Colleges' into 'Integrated Colleges,' offering actionable insights for policymakers, designers, and educators. Finally, we outline future research directions on accessible technology innovation and its implications for BLV education in resource-constrained settings.

Problem

• Assistive Technologies
• Visually Impaired Students
• Limited Resources Environments

Innovation

• Inclusive Education
• Technology in Blind Schools
• Policy Recommendations