An Assistive Technology for Blind and Partially Sighted Students in Creative Writing Class
For decades, blind and partially sighted students have relied heavily on the assistance of volunteers, on cassettes recorded the books they need as well as on Braille or DAISY books in public libraries. Limited numbers of volunteers as well as the costly production and distribution plan for Braille and DAISY books, however, have made the books available for them insufficient to meet their reading and learning needs. At the university, some students with vision loss also report difficulty for transportation to their school and to classes that require class participation or practical skills. Creative Writing Class then attempts to integrate lessons and activities into the web, with the use of assistive technology that enable them to practice their writing skills at wherever they would want to study. At the early stage of this course, the students report satisfactory progress in using the assistive technology and start building their first websites.
||Technology, Blindness, Inclusive Education
The International Journal of Technology, Knowledge and Society, Volume 4, Issue 1, pp.133-140.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.554MB).
Lecturer, Department of English and Linguistics, Faculty of Humanities, Ramkhamhaeng University, Bangkok, Thailand
Salinee Antarasena holds MA and Ph.D. both in Creative Writing from Macquarie University, Sydney. Her research interests focus on task-based learning and teaching, as well as online instruction, web-based education and innovative technology for special needs. As she won a Thai Government Scholarship in 2000, she decided to become a lecturer for the Department of English and Linguistics at Ramkhamhaeng University, where there are a large number of students with special needs as well as assistive equipments. She currently has twelve students with special needs in her class this semester and for bringing these students into the world of technology, she holds training program for students with special needs from time to time with assistance from qualified academic trainers in her country. Apart from this, she also conducts the research with the doctors, and teaches Medical English for the residents, and English for Healthcare Professionals for nurses at Rajvithi Hospital, Bangkok. In cooperation with the hospital, the main field of her previous research thus reports a monitoring educational program of children with special needs including those with hearing loss, vision loss, and learning disabilities (autism) and the evaluation of their learning progress.
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