TEDI 3 Week 3 - Conversations on the Experience of Accessible and Inaccessible Learning Material

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dc.contributor.authorWatermeyer, Brian
dc.contributor.authorLeteane, Benedict
dc.contributor.authorLourens, Heidi
dc.contributor.authorBotha, Michelle
dc.date.accessioned2023-05-13T09:42:16Z
dc.date.available2023-05-13T09:42:16Z
dc.date.issued2019-06-01
dc.description.abstractIn this video, members of the TEDI-VI MOOC panel discuss their experience of accessible and inaccessible learning materials. Benedict reflects on his experiences as a learner in the special school system, in which there were not sufficient braille books for the number of visually-impaired learners in the classroom, and insufficient tools (such as Perkins braillers). He explained the difficulties of having to rely on partially-sighted learners in the classroom, who had to take on additional responsibilities in the classroom, and the anxieties this could induce in the classroom. Heidi, who had full access to accessible learning materials, discusses the difficulty of submitting assignments which were scoped in inaccessible ways (such as requiring images and photographs) for visually-impaired learners. Michelle discusses the difficulty of advocating for her needs and negotiating for assistance with different teachers, which she had to do herself, and the experience of feeling singled-out as the only child with visual impairments in the classroom. She discusses the experiences of shame of asking for consideration from her teachers and the sense of imposing on their teaching techniques, and how her school experience and grades were very dependent on the willingness of her teachers to accommodate her learning needs. Heidi discusses the lack of accessible leisure reading material in the school library and the lack in general of recreational activities for learners with visual disabilities. The panel closes by discussing the transformative potential of assistive digital technology while being aware of the pitfalls, particularly with the focus on audio at the exclusion of braille.en_US
dc.identifier.apacitationWatermeyer, B., Leteane, B., Lourens, H., & Botha, M. (2019). TEDI 3 Week 3 - Conversations on the Experience of Accessible and Inaccessible Learning Material [MOOC]. Retrieved from http://hdl.handle.net/11427/37879en_ZA
dc.identifier.chicagocitationWatermeyer, Brian, Benedict Leteane, Heidi Lourens, and Michelle Botha. "MOOC TEDI 3 Week 3 - Conversations on the Experience of Accessible and Inaccessible Learning Material," 2019. http://hdl.handle.net/11427/37879en_ZA
dc.identifier.citationWatermeyer, B., Leteane, B., Lourens, H. & Botha, M. 2019. <i>TEDI 3 Week 3 - Conversations on the Experience of Accessible and Inaccessible Learning Material</i>. [MOOC]. http://hdl.handle.net/11427/37879en_ZA
dc.identifier.ris TY - MOOC AU - Watermeyer, Brian AU - Leteane, Benedict AU - Lourens, Heidi AU - Botha, Michelle AB - In this video, members of the TEDI-VI MOOC panel discuss their experience of accessible and inaccessible learning materials. Benedict reflects on his experiences as a learner in the special school system, in which there were not sufficient braille books for the number of visually-impaired learners in the classroom, and insufficient tools (such as Perkins braillers). He explained the difficulties of having to rely on partially-sighted learners in the classroom, who had to take on additional responsibilities in the classroom, and the anxieties this could induce in the classroom. Heidi, who had full access to accessible learning materials, discusses the difficulty of submitting assignments which were scoped in inaccessible ways (such as requiring images and photographs) for visually-impaired learners. Michelle discusses the difficulty of advocating for her needs and negotiating for assistance with different teachers, which she had to do herself, and the experience of feeling singled-out as the only child with visual impairments in the classroom. She discusses the experiences of shame of asking for consideration from her teachers and the sense of imposing on their teaching techniques, and how her school experience and grades were very dependent on the willingness of her teachers to accommodate her learning needs. Heidi discusses the lack of accessible leisure reading material in the school library and the lack in general of recreational activities for learners with visual disabilities. The panel closes by discussing the transformative potential of assistive digital technology while being aware of the pitfalls, particularly with the focus on audio at the exclusion of braille. DA - 2019-06-01 DB - OpenUCT DP - University of Cape Town KW - disability education KW - visual impairment KW - learning materials KW - braille KW - screen reader LK - https://open.uct.ac.za PY - 2019 T1 - TEDI 3 Week 3 - Conversations on the Experience of Accessible and Inaccessible Learning Material TI - TEDI 3 Week 3 - Conversations on the Experience of Accessible and Inaccessible Learning Material UR - http://hdl.handle.net/11427/37879 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/37879
dc.identifier.vancouvercitationWatermeyer B, Leteane B, Lourens H, Botha M. <i>TEDI 3 Week 3 - Conversations on the Experience of Accessible and Inaccessible Learning Material</i>. [MOOC]. ,Centre for Higher Education Development ,CILT, provided on 2023-05-13T09:42:16Z. [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/37879en_ZA
dc.language.isoenen_US
dc.publisher.departmentCILTen_US
dc.publisher.facultyCentre for Higher Education Developmenten_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_US
dc.subjectdisability educationen_US
dc.subjectvisual impairmenten_US
dc.subjectlearning materialsen_US
dc.subjectbrailleen_US
dc.subjectscreen readeren_US
dc.titleTEDI 3 Week 3 - Conversations on the Experience of Accessible and Inaccessible Learning Materialen_US
dc.typeMOOCen_US
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