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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="visually impaired men"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 553</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: visually impaired men</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">553</span> Electronic and Computer-Assisted Refreshable Braille Display Developed for Visually Impaired Individuals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Fe%20Eldem">Ayşe Eldem</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatih%20Ba%C5%9F%C3%A7ift%C3%A7i"> Fatih Başçiftçi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Braille alphabet is an important tool that enables visually impaired individuals to have a comfortable life like those who have normal vision. For this reason, new applications related to the Braille alphabet are being developed. In this study, a new Refreshable Braille Display was developed to help visually impaired individuals learn the Braille alphabet easier. By means of this system, any text downloaded on a computer can be read by the visually impaired individual at that moment by feeling it by his/her hands. Through this electronic device, it was aimed to make learning the Braille alphabet easier for visually impaired individuals with whom the necessary tests were conducted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20individual" title="visually impaired individual">visually impaired individual</a>, <a href="https://publications.waset.org/abstracts/search?q=Braille" title=" Braille"> Braille</a>, <a href="https://publications.waset.org/abstracts/search?q=Braille%20display" title=" Braille display"> Braille display</a>, <a href="https://publications.waset.org/abstracts/search?q=refreshable%20Braille%20display" title=" refreshable Braille display"> refreshable Braille display</a>, <a href="https://publications.waset.org/abstracts/search?q=USB" title=" USB"> USB</a> </p> <a href="https://publications.waset.org/abstracts/15833/electronic-and-computer-assisted-refreshable-braille-display-developed-for-visually-impaired-individuals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">552</span> An Interrogation of Lecturer’s Skills in Assisting Visually Impaired Students during the COVID-19 Lockdown Era in Selected Universities in Zimbabwe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20Mafunda">Esther Mafunda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study interrogated the lecturer’s skills in supporting visually impaired students during the Covid-19 era at the University of Zimbabwe. It particularly assesses how the Covid-19 pandemic affected the learning experience of visually impaired students and which skills the lecturers possessed in order to assist the visually impaired students during online learning. Data was collected from lecturers and visually impaired students at the University of Zimbabwe Disability Resource Centre. Data was collected through the use of interviews and questionnaires. Using content analysis, it was established that visually impaired students faced challenges of lack of familiarity with the Moodle learning platform, marginalization, lack of professional training, and lack of training for parents and guardians. Lecturers faced challenges of lack of training, the curriculum, access, and technical know-how deficit. It was established that lecturers had to resort to social media platforms in order to assist visually impaired students. Visually impaired students also received assistance from their friends and family members. On the basis of the results of the research, it can be concluded that lecturers needed in-service training to be provided with the necessary skills and knowledge to teach students with visual impairments and provide quality education to students with visual impairments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title="visual impairment">visual impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=covid-19" title=" covid-19"> covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20learning" title=" inclusive learning"> inclusive learning</a> </p> <a href="https://publications.waset.org/abstracts/162785/an-interrogation-of-lecturers-skills-in-assisting-visually-impaired-students-during-the-covid-19-lockdown-era-in-selected-universities-in-zimbabwe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">551</span> Usability Evaluation of a Mobile Application to Enhance the Use of Smartphone, by Visually Impaired Users in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Renny%20Octavia">Johanna Renny Octavia</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamila%20Okta%20Saarah"> Kamila Okta Saarah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Smartphone nowadays is widely used by many people all over the world. However, people with vision impairment may experience difficulties that interfere with the proper usage of the smartphone. In Indonesia, the population of visually impaired is about 13 million people (estimated 285 million people worldwide). There are a number of mobile applications developed to enhance the use of smartphone by visually impaired. This paper discusses the usability evaluation of a mobile application, namely Ray Vision, designed to help visually impaired in using smartphone. A series of usability testing with a number of Indonesian visually impaired revealed 28 usability problems in the mobile application that led to 14 design recommendations. The redesigned application was then re-evaluated through another usability testing series. The results showed that all five usability criteria assessed were increased (usefulness by 13%, effectiveness by 27%, efficiency by 27%, satisfaction by 23%, and learnability by 12%). The System Usability Score (SUS) was also increased by 14.92%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title="mobile application">mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation" title=" usability evaluation"> usability evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=vision%20impaired" title=" vision impaired"> vision impaired</a> </p> <a href="https://publications.waset.org/abstracts/57817/usability-evaluation-of-a-mobile-application-to-enhance-the-use-of-smartphone-by-visually-impaired-users-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">550</span> The Intersection of Masculinity and Disability in the Spatial Experience of Visually Impaired Men</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucie%20Posp%C3%AD%C5%A1ilov%C3%A1">Lucie Pospíšilová</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Osman"> Robert Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Porkertov%C3%A1"> Hana Porkertová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The scholarly literature demonstrates disability and masculinity in conflict with each other. While disability is associated with dependence, weakness, or helplessness, masculinity is associated with independence, strength, and power. Thus, disabled masculinity might be a dilemma experienced on a personal level. The relationship between masculinity and disability is also interesting from a geographical point of view because the conception of space is gendered. In our society, the skills like spatial orientation, working with the maps, and navigation technologies as same as with scale are associated with masculinity. And because these skills are related to the visual imagination, it is the blindness that is associated with the limitation or even the absence of them. Thus, the conflict of masculinity and disability in the spatial experience is very well apparent in the case of visually impaired men. To study this conflict can tell us a lot not only about the experience of visually impaired men but also about the conception of space in geography and in our society. The paper uses Henri Lefebvre's theory of space based on a triad of spatial practice, representations of space, and representational space. It answers the question: How masculinity and disability intersect in the spatial experience of visually impaired men? The data come from research conducted in Brno and Prague (Czechia) in 2020 and 2021 and include 7 interviews and 6 go-alongs with visually impaired men. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=masculinity" title=" masculinity"> masculinity</a>, <a href="https://publications.waset.org/abstracts/search?q=abstract%20space" title=" abstract space"> abstract space</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20experience" title=" spatial experience"> spatial experience</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20men" title=" visually impaired men"> visually impaired men</a> </p> <a href="https://publications.waset.org/abstracts/147743/the-intersection-of-masculinity-and-disability-in-the-spatial-experience-of-visually-impaired-men" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">549</span> The Efficacy of Psycho-Education in Improving the Emotional Well-Being of Visually Impaired Adolescents in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Tolulope%20Olaseni">Janet Tolulope Olaseni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional well-being in adolescents is an important psychological factor that can enhance positive living, but if it is not well groomed, it can have adverse impacts on their development. Therefore, the present study examined the efficacy of psycho-education on the emotional well-being of adolescents who are visually impaired in Nigeria. A total of twenty-eight (28) participants, which comprisednineteen (19) males and nine (9) females (M=15.82, SD=2.23) from a Nigerian School for the Blind, participated in the quasi-experimental study. Randomized clinical trial designwas used to assigned the participants into three (Complete Psycho-education, Incomplete Psycho-education, and No Psycho-education) groups. Standardized scales were used to gather data from the respondents. The formulated hypotheses were tested using Dependent T-Test and Analysis of Co-Variance. The results showed that there was a significant effect of Psycho-education on the emotional well-being of the Visually Impaired Adolescents. Those who received complete Psycho-educationhad the highest level of emotional well-being compared to those in the other groups. In order to enhance the emotional well-being of the Visually Impaired Adolescents, the study recommended that complete Psycho-education programme should be incorporated into the school activities of the Visually Impaired Adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20well-being" title="emotional well-being">emotional well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-education" title=" psycho-education"> psycho-education</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20adolescents" title=" visually impaired adolescents"> visually impaired adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/145800/the-efficacy-of-psycho-education-in-improving-the-emotional-well-being-of-visually-impaired-adolescents-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">548</span> Ontology for a Voice Transcription of OpenStreetMap Data: The Case of Space Apprehension by Visually Impaired Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20Boularouk">Said Boularouk</a>, <a href="https://publications.waset.org/abstracts/search?q=Didier%20Josselin"> Didier Josselin</a>, <a href="https://publications.waset.org/abstracts/search?q=Eitan%20Altman"> Eitan Altman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present a vocal ontology of OpenStreetMap data for the apprehension of space by visually impaired people. Indeed, the platform based on produsage gives a freedom to data producers to choose the descriptors of geocoded locations. Unfortunately, this freedom, called also folksonomy leads to complicate subsequent searches of data. We try to solve this issue in a simple but usable method to extract data from OSM databases in order to send them to visually impaired people using Text To Speech technology. We focus on how to help people suffering from visual disability to plan their itinerary, to comprehend a map by querying computer and getting information about surrounding environment in a mono-modal human-computer dialogue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TTS" title="TTS">TTS</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20street%20map" title=" open street map"> open street map</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a> </p> <a href="https://publications.waset.org/abstracts/62667/ontology-for-a-voice-transcription-of-openstreetmap-data-the-case-of-space-apprehension-by-visually-impaired-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62667.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">547</span> Bridging the Gaping Levels of Information Entree for Visually Impaired Students in the Sri Lankan University Libraries </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wilfred%20Jeyatheese%20Jeyaraj">Wilfred Jeyatheese Jeyaraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is a key determinant of future success, and every person deserves non-discriminant access to information for educational inevitabilities in any case. Analysing and understanding complex information is a crucial learning tool, especially for students. In order to compete equally with sighted students, visually impaired students require the unhinged access to access to all the available information resources. When the education of visually impaired students comes to a focal point, it can be stated that visually impaired students encounter several obstacles and barriers before they enter the university and during their time there as students. These obstacles and barriers are spread across technical, organizational and social arenas. This study reveals the possible approaches to absorb and benefit from the information provided by the Sri Lankan University Libraries for visually impaired students. Purposive sampling technique was used to select sample visually impaired students attached to the Sri Lankan National universities. There are 07 National universities which accommodate the visually impaired students and with the identified data, they were selected for this study and 80 visually impaired students were selected as the sample group. Descriptive type survey method was used to collect data. Structured questionnaires, interviews and direct observation were used as research instruments. As far as the Sri Lankan context spread is concerned, visually impaired students are able to finish their courses through their own determination to overcome the barriers they encounter on their way to graduation, through moral and practical support from their own friends and very often through a high level of creativity. According to the findings there are no specially trained university librarians to serve visually impaired users and less number of assistive technology equipment are available at present. This paper enables all university libraries in Sri Lanka to be informed about the social isolation of visually compromised students at the Sri Lankan universities and focuses on the rectification issues by considering their distinct case for interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20access" title="information access">information access</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20libraries" title=" university libraries"> university libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title=" visual impairment"> visual impairment</a> </p> <a href="https://publications.waset.org/abstracts/59810/bridging-the-gaping-levels-of-information-entree-for-visually-impaired-students-in-the-sri-lankan-university-libraries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59810.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">546</span> Social Networking Sites: A Platform for Communication and Collaboration for Visually Impaired</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sufia%20Khowaja">Sufia Khowaja</a>, <a href="https://publications.waset.org/abstracts/search?q=Nishat%20Fatima"> Nishat Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social networking sites are significant for visually impaired to overcome the unique challenges they face and access the resources they need to succeed in their education and beyond which might be difficult to obtain through traditional means. It provides them an opportunity to build relationships, stay connected with their support network as well as to develop social skills which give them emotional support to fell less isolated. In this connection the study is conducted with the aim to determine the use of social networking sites, purpose of using and activities performed by visually impaired at Delhi University, Delhi, Jawaharlal Nehru University, Delhi and Jamia Milia Islamia, Delhi. The study followed survey technique in which structured interview is followed to collect data from 137 visually impaired students and analysed using ‘SPSS ver23’. The findings of the study revealed that mostly used social networking sites are whatsapp by 89.23% students of DU, 95.12% of JNU, 87.09% of JMI, followed by e-mail by 78.46% of DU, 78.04% of JNU, 64.51%; youtube by 73.84% DU, 90.24% JNU, 80.64% JMI. Purpose for using these sites is for academics mentioned by 96.92% DU, 100% JNU, 93.54% JMI. Activities performed on sites are sending and receiving messaging 96.92% DU, 92.68% JNU, 93.55% JMI, communicating with friends and family as well as getting academic information. Findings of the study will be helpful for libraries to disseminate their services and resources as well as latest updates to their visually impaired users with the help of most used tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title="social networking sites">social networking sites</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=Delhi%20University" title=" Delhi University"> Delhi University</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaharlal%20Nehru%20University" title=" Jawaharlal Nehru University"> Jawaharlal Nehru University</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamia%20Milia%20Islamia" title=" Jamia Milia Islamia"> Jamia Milia Islamia</a> </p> <a href="https://publications.waset.org/abstracts/165185/social-networking-sites-a-platform-for-communication-and-collaboration-for-visually-impaired" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">545</span> RFID Based Indoor Navigation with Obstacle Detection Based on A* Algorithm for the Visually Impaired</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayron%20Sanchez">Jayron Sanchez</a>, <a href="https://publications.waset.org/abstracts/search?q=Analyn%20Yumang"> Analyn Yumang</a>, <a href="https://publications.waset.org/abstracts/search?q=Felicito%20Caluyo"> Felicito Caluyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The visually impaired individual may use a cane, guide dog or ask for assistance from a person. This study implemented the RFID technology which consists of a low-cost RFID reader and passive RFID tag cards. The passive RFID tag cards served as checkpoints for the visually impaired. The visually impaired was guided through audio output from the system while traversing the path. The study implemented an ultrasonic sensor in detecting static obstacles. The system generated an alternate path based on A* algorithm to avoid the obstacles. Alternate paths were also generated in case the visually impaired traversed outside the intended path to the destination. A* algorithm generated the shortest path to the destination by calculating the total cost of movement. The algorithm then selected the smallest movement cost as a successor to the current tag card. Several trials were conducted to determine the effect of obstacles in the time traversal of the visually impaired. A dependent sample t-test was applied for the statistical analysis of the study. Based on the analysis, the obstacles along the path generated delays while requesting for the alternate path because of the delay in transmission from the laptop to the device via ZigBee modules. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=A%2A%20algorithm" title="A* algorithm">A* algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=RFID%20technology" title=" RFID technology"> RFID technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasonic%20sensor" title=" ultrasonic sensor"> ultrasonic sensor</a>, <a href="https://publications.waset.org/abstracts/search?q=ZigBee%20module" title=" ZigBee module"> ZigBee module</a> </p> <a href="https://publications.waset.org/abstracts/20113/rfid-based-indoor-navigation-with-obstacle-detection-based-on-a-algorithm-for-the-visually-impaired" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">544</span> Understanding the Experience of the Visually Impaired towards a Multi-Sensorial Architectural Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20M.%20Oteifa">Sarah M. Oteifa</a>, <a href="https://publications.waset.org/abstracts/search?q=Lobna%20A.%20Sherif"> Lobna A. Sherif</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasser%20M.%20Mostafa"> Yasser M. Mostafa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visually impaired people, in their daily lives, face struggles and spatial barriers because the built environment is often designed with an extreme focus on the visual element, causing what is called architectural visual bias or ocularcentrism. The aim of the study is to holistically understand the world of the visually impaired as an attempt to extract the qualities of space that accommodate their needs, and to show the importance of multi-sensory, holistic designs for the blind. Within the framework of existential phenomenology, common themes are reached through "intersubjectivity": experience descriptions by blind people and blind architects, observation of how blind children learn to perceive their surrounding environment, and a personal lived blind-folded experience are analyzed. The extracted themes show how visually impaired people filter out and prioritize tactile (active, passive and dynamic touch), acoustic and olfactory spatial qualities respectively, and how this happened during the personal lived blind folded experience. The themes clarify that haptic and aural inclusive designs are essential to create environments suitable for the visually impaired to empower them towards an independent, safe and efficient life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=architectural%20ocularcentrism" title=" architectural ocularcentrism"> architectural ocularcentrism</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-sensory%20design" title=" multi-sensory design"> multi-sensory design</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a> </p> <a href="https://publications.waset.org/abstracts/72324/understanding-the-experience-of-the-visually-impaired-towards-a-multi-sensorial-architectural-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">543</span> Usability Issues of Smart Phone Applications: For Visually Challenged People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anam%20Ashraf">Anam Ashraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Arif%20Raza"> Arif Raza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this era of globalization, adoption of technology is quite difficult for people with physical disabilities compared to people with normal abilities. The advancement in mobile based accessible applications has opened up several different avenues for the visually challenged across the globe. Smartphones applications are not very common for blind people, but they access and use these applications in their daily lives to some extent. Several smartphone applications have a number of usability issues for the visually impaired. In this paper, we evaluate the usability of various android and iPhone applications for blind people through analysis and surveys. This paper aspires to provide guidance in order to increase smartphone application accessibility for the visually impaired. An abstract application design is also proposed to overcome usability issues in smartphone applications for visually challenged people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eyes-free%20shell" title="eyes-free shell">eyes-free shell</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20engineering" title=" usability engineering"> usability engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20challenged" title=" visually challenged"> visually challenged</a> </p> <a href="https://publications.waset.org/abstracts/8962/usability-issues-of-smart-phone-applications-for-visually-challenged-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">542</span> Knowledge Transformation Flow (KTF) of Visually Impaired Students: The Virtual Knowledge System as a New Service Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chatcai%20Tangsri">Chatcai Tangsri</a>, <a href="https://publications.waset.org/abstracts/search?q=Onjaree%20Na-Takuatoong"> Onjaree Na-Takuatoong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to present the key factors that support the decision to use the technology and to present the knowledge transformation flow of visually impaired students after the use of virtual knowledge system as proposed as a new service innovation to universities in Thailand. Correspondents of 27 visually impaired students are involved in this research. Total of 25 students are selected from the University that mainly conducts non-classroom teaching environment; while another 2 visually impaired students are selected from classroom teaching environment. All of them are fully involved in the study along 8 weeks duration. All correspondents are classified into 5 small groups in various conditions. The research results revealed that the involvement from knowledge facilitator can push out for the behavioral actual use of the virtual knowledge system although there is no any developed intention to use behaviors. Secondly, the situations that the visually impaired students inadequate of the knowledge sources that usually provided by assistants i.e. peers, audio files etc. In this case, they will use the virtual knowledge system for both knowledge access and knowledge transfer request. With this evidence, the need of knowledge would play a stronger role than all technology acceptance factors. Finally, this paper revealed that the knowledge transfer in the normal method that students have a chance to physically meet up is still confirmed as their preference method. In term of other aspects of technology acceptance, it will be discussed together with challenges and recommendations at the end of this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20system" title="knowledge system">knowledge system</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20students" title=" visually impaired students"> visually impaired students</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20enable%20technology" title=" knowledge management enable technology"> knowledge management enable technology</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20knowledge%20access" title=" synchronous/asynchronous knowledge access"> synchronous/asynchronous knowledge access</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20knowledge%20transfer" title=" synchronous/asynchronous knowledge transfer"> synchronous/asynchronous knowledge transfer</a> </p> <a href="https://publications.waset.org/abstracts/3089/knowledge-transformation-flow-ktf-of-visually-impaired-students-the-virtual-knowledge-system-as-a-new-service-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3089.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">541</span> Obstacle Detection and Path Tracking Application for Disables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliya%20Ashraf">Aliya Ashraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehreen%20Sirshar"> Mehreen Sirshar</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Akhtar"> Fatima Akhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Farwa%20Kazmi"> Farwa Kazmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaria%20Wazir"> Jawaria Wazir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vision, the basis for performing navigational tasks, is absent or greatly reduced in visually impaired people due to which they face many hurdles. For increasing the navigational capabilities of visually impaired people a desktop application ODAPTA is presented in this paper. The application uses camera to capture video from surroundings, apply various image processing algorithms to get information about path and obstacles, tracks them and delivers that information to user through voice commands. Experimental results show that the application works effectively for straight paths in daylight. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title="visually impaired">visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=ODAPTA" title=" ODAPTA"> ODAPTA</a>, <a href="https://publications.waset.org/abstracts/search?q=Region%20of%20Interest%20%28ROI%29" title=" Region of Interest (ROI)"> Region of Interest (ROI)</a>, <a href="https://publications.waset.org/abstracts/search?q=driver%20fatigue" title=" driver fatigue"> driver fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20detection" title=" face detection"> face detection</a>, <a href="https://publications.waset.org/abstracts/search?q=expression%20recognition" title=" expression recognition"> expression recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=CCD%20camera" title=" CCD camera"> CCD camera</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/19807/obstacle-detection-and-path-tracking-application-for-disables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19807.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">549</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">540</span> Development of a Method to Prepare In-School Tactile Guide Maps for Visually Impaired School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi">K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura"> T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Kawano"> M. Kawano</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Tanaka"> Y. Tanaka</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Sawada"> M. Sawada</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Oouchi"> S. Oouchi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Kaneko"> T. Kaneko</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Kanamori"> K. Kanamori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of reasonable accommodation for people with disabilities in Japan, which has ratified the Convention on the Rights of Persons with Disabilities, tactile guide maps are necessary. Such maps can enable visually impaired children to attend schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. However, it takes many years to be able to use a tactile guide map without difficulty. Thus, information support, in which audio information is added in addition to tactile information, is required. In the present research, a method to prepare an in-school tactile guide map with an additional audio reading function was developed. This map can enable visually impaired school children attending schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessible%20design" title="accessible design">accessible design</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=braille" title=" braille"> braille</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20map" title=" tactile map"> tactile map</a>, <a href="https://publications.waset.org/abstracts/search?q=in-school%20tactile%20guide%20map" title=" in-school tactile guide map"> in-school tactile guide map</a> </p> <a href="https://publications.waset.org/abstracts/13036/development-of-a-method-to-prepare-in-school-tactile-guide-maps-for-visually-impaired-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">539</span> Development of Beeswax-Discharge Writing Material for Visually Impaired Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi">K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura"> T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Tanaka"> T. Tanaka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has been known that visually impaired persons have some problems in getting visual information. Therefore, information accessibility for the visually impaired persons is very important in a current information society. Some application software with read-aloud function for using personal computer and smartphone are getting more and more popular among visually impaired persons in the world. On the other hand, it is also very important for being able to learn how to read and write characters such as Braille and Visual character. Braille typewriter has been widely used in learning Braille. And also raised-line drawing kits as writing material has been used for decades for especially acquired visually impaired persons. However, there are some drawbacks such as the drawn line cannot be erased. Moreover, visibility of drawing lines is not so good for visually impaired with low vision. We had significant number of requests for developing new writing material for especially acquired visually impaired persons instead of raised-line drawing kits. For conducting development research of novel writing material, we could receive a research grant from ministry of health, labor and welfare in Japanese government. In this research, we developed writing material typed pens and pencils with Beeswax-discharge instead of conventional raised-line drawing kits. This writing material was equipped with cartridge heater for melting beeswax and its heat controller. When this pen users held down the pen tip on the regular paper such as fine paper and so on, the melted beeswax could be discharged from pen tip with valve structure. The beeswax was discharged at 100 gf of holding down force based on results of our previous trial study. The shape of pen tip was semispherical for becoming low friction between pen tip and surface of paper. We conducted one basic experiment to evaluate influence of the curvature of pen tip on ease to write. Concretely, the conditions of curvature was 0.15, 0.35, 0.50, 1.00 mm. The following four interval scales were used as indexes of subjective assessment during writing such as feeling of smooth motion of pen, feeling of comfortable writing, sense of security and feeling of writing fatigue. Ten subjects were asked to participate in this experiment. The results reveal that subjects could draw easily when the radius of the pen tip was 1.00 mm, and lines drawn with beeswax-discharge writing material were easy to perceive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beeswax-discharge%20writing%20material" title="beeswax-discharge writing material">beeswax-discharge writing material</a>, <a href="https://publications.waset.org/abstracts/search?q=raised-line%20drawing%20kits" title=" raised-line drawing kits"> raised-line drawing kits</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20persons" title=" visually impaired persons"> visually impaired persons</a>, <a href="https://publications.waset.org/abstracts/search?q=pen%20tip" title=" pen tip"> pen tip</a> </p> <a href="https://publications.waset.org/abstracts/75003/development-of-beeswax-discharge-writing-material-for-visually-impaired-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">538</span> The Visually Impaired Jogger: Enhancing Interaction and Fitness through the Fun Run</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zasha%20Romero">Zasha Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=Joe%20Paschall"> Joe Paschall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster will detail the importance of physical activity for the Visually Impaired students and how to promote inclusion in fitness through way of social gatherings and jogging. Furthermore, it will demonstrate how a Health & Kinesiology University Club cooperated in the journey of visually impaired students from participating in physical activity to completing their first 10K fun run. Purpose: The poster will detail how a university’s Health & Kinesiology Club developed a program to promote participation in fitness activities for visually impaired individuals. Also, it will detail their journey from participation in physical activity to completing a 10K fun run. Methods: In an effort to promote inclusion of all into physical activity, a university’s Health & Kinesiology Club developed a non-profit program to challenge visually impaired students to train and complete a 10 kilometer fun run in a South Texas town. The idea was to promote physical fitness through way of social interaction. In order to maintain runners interested, Club students developed training plans and strategies to be able to navigate in a race that was attended by over 18,000 runners. The idea was to promote interaction and life-long fitness amongst participants. Implications: This strategy was done in collaboration with different non-profit institutions to create awareness and provide opportunities for physical fitness, social interaction and life-long fitness skills associated with the jogging. The workshop provided collaboration amongst different entities and novel ideas to create opportunities for a typically underserved population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness" title=" fitness"> fitness</a> </p> <a href="https://publications.waset.org/abstracts/14945/the-visually-impaired-jogger-enhancing-interaction-and-fitness-through-the-fun-run" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14945.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">537</span> User Requirements Analysis for the Development of Assistive Navigation Mobile Apps for Blind and Visually Impaired People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paraskevi%20Theodorou">Paraskevi Theodorou</a>, <a href="https://publications.waset.org/abstracts/search?q=Apostolos%20Meliones"> Apostolos Meliones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the development process of two assistive navigation mobile apps for blind and visually impaired people (BVI) an extensive qualitative analysis of the requirements of potential users has been conducted. The analysis was based on interviews with BVIs and aimed to elicit not only their needs with respect to autonomous navigation but also their preferences on specific features of the apps under development. The elicited requirements were structured into four main categories, namely, requirements concerning the capabilities, functionality and usability of the apps, as well as compatibility requirements with respect to other apps and services. The main categories were then further divided into nine sub-categories. This classification, along with its content, aims to become a useful tool for the researcher or the developer who is involved in the development of digital services for BVI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessibility" title="accessibility">accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=assistive%20mobile%20apps" title=" assistive mobile apps"> assistive mobile apps</a>, <a href="https://publications.waset.org/abstracts/search?q=blind%20and%20visually%20impaired%20people" title=" blind and visually impaired people"> blind and visually impaired people</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20requirements%20analysis" title=" user requirements analysis"> user requirements analysis</a> </p> <a href="https://publications.waset.org/abstracts/114395/user-requirements-analysis-for-the-development-of-assistive-navigation-mobile-apps-for-blind-and-visually-impaired-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">536</span> Basic Examination of Easily Distinguishable Tactile Symbols Attached to Containers and Packaging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura">T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi"> K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Hoshikawa"> Y. Hoshikawa</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Wada"> T. Wada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Japan, it is expected that reasonable accommodation for persons with disabilities will progress further. In particular, there is an urgent need to enhance information support for visually impaired persons who have difficulty accessing information. Recently, tactile symbols have been attached to various surfaces, such as the content labels of containers and packaging of various everyday products. The advantage of tactile symbols is that they are useful for visually impaired persons who cannot read Braille. The method of displaying tactile symbols is prescribed by the International Organization for Standardization (ISO). However, the quantitative data on the shapes and dimensions of tactile symbols is insufficient. In this study, through an evaluation experiments, we examine the easy-to-distinguish shapes and dimensions of tactile symbols used for various applications, including the content labels on containers and packaging. Visually impaired persons participated in the experiments. They used tactile symbols on a daily basis. The details and processes of the experiments were orally explained to the participants prior to the experiments, and the informed consent of the participants was obtained. They were instructed to touch the test pieces of tactile symbols freely with both hands. These tactile symbols were selected because they were likely to be easily distinguishable symbols on the content labels of top surfaces of containers and packaging based on a hearing survey that involved employees of an organization of visually impaired and a social welfare corporation, as well as academic experts of support technology for visually impaired. The participants then answered questions related to ease of distinguishing of tactile symbols on a scale of 5 (where 1 corresponded to ‘difficult to distinguish’ and 5 corresponded to ‘easy to distinguish’). Hearing surveys were also performed in an oral free answer manner with the participants after the experiments. This study revealed the shapes and dimensions regarding easily distinguishable tactile symbols attached to containers and packaging. We expect that this knowledge contributes to improvement of the quality of life of visually impaired persons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title="visual impairment">visual impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=accessible%20design" title=" accessible design"> accessible design</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20symbol" title=" tactile symbol"> tactile symbol</a>, <a href="https://publications.waset.org/abstracts/search?q=containers%20and%20packaging" title=" containers and packaging"> containers and packaging</a> </p> <a href="https://publications.waset.org/abstracts/74619/basic-examination-of-easily-distinguishable-tactile-symbols-attached-to-containers-and-packaging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74619.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">535</span> Challenges Faced by the Visually Impaired Children and their Parents in Doing Homework Assignments Using Braille</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shazia%20Farooq%20Mirza">Shazia Farooq Mirza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the challenges faced by visually impaired children and their parents in doing homework assignments using Braille. This study had a quantitative approach and it was descriptive in nature. It took place in 6 public and special private schools of Lahore.177 visually impaired children of grades 4-10 and 153 parents of the visually impaired children were the volunteer participants of this study which were selected through a convenient sampling method. A survey method was adopted for the data collection. And for this purpose 2 self-developed validated questionnaires were used as instruments. The instruments were constructed by exploring the factors and sub-factors from the literature review. Thirty students with visual impairment and 30 parents of the students with visual impairment filled the questionnaires as a pilot study, and it ensured the reliability of the instruments. Data were analyzed using a statistical package of social sciences and it was completely interpreted. Findings revealed that the common challenges faced by the students with visual impairment were Physical Stress, Readiness, Braille Knowledge, Braille Skill and Communications. And the major challenges faced by the parents of the students with visual impairment were the Availability of the helping material, the Availability of the reading material, Braille Knowledge, Braille skills, School and family interactions, Behavior management and the Environment and equipment. Conclusions were drawn on the basis of the major findings. Future suggestions are given in light of the conclusions. This study will be beneficial for the children with visual impairment, the parents of the children with visual impairment, the special education teachers and for the policymakers of the special schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20children" title=" visually impaired children"> visually impaired children</a>, <a href="https://publications.waset.org/abstracts/search?q=homework" title=" homework"> homework</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=braille" title=" braille"> braille</a> </p> <a href="https://publications.waset.org/abstracts/157683/challenges-faced-by-the-visually-impaired-children-and-their-parents-in-doing-homework-assignments-using-braille" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">534</span> Received Signal Strength Indicator Based Localization of Bluetooth Devices Using Trilateration: An Improved Method for the Visually Impaired People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Irfan%20Aziz">Muhammad Irfan Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Owens"> Thomas Owens</a>, <a href="https://publications.waset.org/abstracts/search?q=Uzair%20Khaleeq%20uz%20Zaman"> Uzair Khaleeq uz Zaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The instantaneous and spatial localization for visually impaired people in dynamically changing environments with unexpected hazards and obstacles, is the most demanding and challenging issue faced by the navigation systems today. Since Bluetooth cannot utilize techniques like Time Difference of Arrival (TDOA) and Time of Arrival (TOA), it uses received signal strength indicator (RSSI) to measure Receive Signal Strength (RSS). The measurements using RSSI can be improved significantly by improving the existing methodologies related to RSSI. Therefore, the current paper focuses on proposing an improved method using trilateration for localization of Bluetooth devices for visually impaired people. To validate the method, class 2 Bluetooth devices were used along with the development of a software. Experiments were then conducted to obtain surface plots that showed the signal interferences and other environmental effects. Finally, the results obtained show the surface plots for all Bluetooth modules used along with the strong and weak points depicted as per the color codes in red, yellow and blue. It was concluded that the suggested improved method of measuring RSS using trilateration helped to not only measure signal strength affectively but also highlighted how the signal strength can be influenced by atmospheric conditions such as noise, reflections, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bluetooth" title="Bluetooth">Bluetooth</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%2Foutdoor%20localization" title=" indoor/outdoor localization"> indoor/outdoor localization</a>, <a href="https://publications.waset.org/abstracts/search?q=received%20signal%20strength%20indicator" title=" received signal strength indicator"> received signal strength indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a> </p> <a href="https://publications.waset.org/abstracts/101797/received-signal-strength-indicator-based-localization-of-bluetooth-devices-using-trilateration-an-improved-method-for-the-visually-impaired-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">533</span> Conversational Assistive Technology of Visually Impaired Person for Social Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Komal%20Ghafoor">Komal Ghafoor</a>, <a href="https://publications.waset.org/abstracts/search?q=Tauqir%20Ahmad"> Tauqir Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Murtaza%20Hanif"> Murtaza Hanif</a>, <a href="https://publications.waset.org/abstracts/search?q=Hira%20Zaheer"> Hira Zaheer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assistive technology has been developed to support visually impaired people in their social interactions. Conversation assistive technology is designed to enhance communication skills, facilitate social interaction, and improve the quality of life of visually impaired individuals. This technology includes speech recognition, text-to-speech features, and other communication devices that enable users to communicate with others in real time. The technology uses natural language processing and machine learning algorithms to analyze spoken language and provide appropriate responses. It also includes features such as voice commands and audio feedback to provide users with a more immersive experience. These technologies have been shown to increase the confidence and independence of visually impaired individuals in social situations and have the potential to improve their social skills and relationships with others. Overall, conversation-assistive technology is a promising tool for empowering visually impaired people and improving their social interactions. One of the key benefits of conversation-assistive technology is that it allows visually impaired individuals to overcome communication barriers that they may face in social situations. It can help them to communicate more effectively with friends, family, and colleagues, as well as strangers in public spaces. By providing a more seamless and natural way to communicate, this technology can help to reduce feelings of isolation and improve overall quality of life. The main objective of this research is to give blind users the capability to move around in unfamiliar environments through a user-friendly device by face, object, and activity recognition system. This model evaluates the accuracy of activity recognition. This device captures the front view of the blind, detects the objects, recognizes the activities, and answers the blind query. It is implemented using the front view of the camera. The local dataset is collected that includes different 1st-person human activities. The results obtained are the identification of the activities that the VGG-16 model was trained on, where Hugging, Shaking Hands, Talking, Walking, Waving video, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dataset" title="dataset">dataset</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20person" title=" visually impaired person"> visually impaired person</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20process" title=" natural language process"> natural language process</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20activity%20recognition" title=" human activity recognition"> human activity recognition</a> </p> <a href="https://publications.waset.org/abstracts/175724/conversational-assistive-technology-of-visually-impaired-person-for-social-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">532</span> The Effectiveness of Logotherapy in Alleviating Social Isolation for Visually Impaired Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20M.%20Elsherbiny">Mohamed M. Elsherbiny</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20T.%20Helal%20Ibrahim"> Ahmed T. Helal Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social isolation is one of the common problems faced visual impaired students especially in new situations. It refers to lack of interactions with others (students, staff members, and others) and dissatisfaction of social networks with others. In addition, it means "a lack of quantity and quality of social contacts". The situation became more complicated if we know that visual impaired students at Sultan Qaboos University were in special schools for the blind completely away from any integration with regular student, which may lead to isolation for being with regular students for the first time. Because the researcher is an academic advisor for all blind students in the College of Arts and Social Sciences at Sultan Qaboos University, he has noted (from the regular meetings with them) some aspects of isolation and many complaints from staff which motivated the researcher to try to alleviate the problem. Logotherapy is an important therapy used in clinical social work with various problems to help children and young people who are facing problems related to the lack of meaning in their life. So, the aim of the therapy is to find meaning in life and to be satisfied with that life. The basic meaning for visual impaired students in this study is to provide opportunities to build relationships and friendships with others and help them to be satisfied about interactions with their networks. The study aimed to identify whether there is a relationship between the use of logotherapy and alleviating social isolation for visual impaired students. This study is considered one of the quasi-experimental studies, the researcher has used experimental method. The researcher used one design which is before and after experiment on two groups, one control (did not apply to the therapy) and experimental group which is applied to the therapy. About the study tools, social isolation scale (SIS) was used to assess the degree of isolation. The sample was (20) of the visually impaired students at the College of Arts and Social Sciences, Sultan Qaboos University. The results showed the effectiveness of logotherapy in alleviating isolation for students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20isolation" title="social isolation">social isolation</a>, <a href="https://publications.waset.org/abstracts/search?q=logotherapy" title=" logotherapy"> logotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a> </p> <a href="https://publications.waset.org/abstracts/60760/the-effectiveness-of-logotherapy-in-alleviating-social-isolation-for-visually-impaired-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60760.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">531</span> The Effectiveness of the Sensory-Motor and Spatial Perception Rehabilitation Program Based on Parent-Child Interaction and Its Effectiveness on Kinesio phobia in Children with Visually Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saheb%20Yousefi">Saheb Yousefi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20T.%20Zebehazy"> Kim T. Zebehazy</a>, <a href="https://publications.waset.org/abstracts/search?q=Parviz%20Sharifi%20Daramadi"> Parviz Sharifi Daramadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Tahereh%20Najafi%20Fard"> Tahereh Najafi Fard</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Murfitt"> Kevin Murfitt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: Children with visual impairments often face challenges in their cognitive, motor, and social development. Sensory-motor and spatial perception therapies can be beneficial for these children, but many existing programs only focus on a limited set of therapies. This study aims to investigate the effectiveness of a rehabilitation program for sensory- motor and spatial perception in reducing the fear of mobility in visually impaired children. Research Aim: The aim of this study is to determine if a rehabilitation program based on parent-child interaction can reduce the fear of mobility in visually impaired children. Methodology: This study uses a semi-experimental approach with an uneven control group design. Visually impaired children aged 10 to 14 and their parents from the Board of the Blind and Visually Impaired in Tehran Province were included in the study. The sample was divided into experimental and control groups, with a total of 30 participants. The experimental group participated in a rehabilitation program for sensory-motor and spatial perception based on parent-child interaction, while the control group did not receive this intervention. Data was collected using questionnaires on transportation issues and analyzed using multivariate and univariate mixed analysis of variance tests. Findings: The analysis of the data showed that the fear of movement was significantly improved in the experimental group compared to the control group after the intervention. Theoretical Importance: This study highlights the effectiveness of a rehabilitation program for sensory- motor and spatial perception based on parent-child interaction in reducing the fear of mobility in visually impaired children. It contributes to the existing knowledge by demonstrating the positive impact of this type of intervention on the cognitive, motor, and social development of these children. Data Collection and Analysis Procedures: Data was collected through the use of questionnaires administered to the children before and after the intervention. The data was analyzed using multivariate and univariate mixed analysis of variance tests to examine the effects of the rehabilitation program. Questions Addressed: This study addresses the question of whether a rehabilitation program based on parent-child interaction can reduce the fear of mobility in visually impaired children. Conclusion: The findings of this study support the effectiveness of the sensory-motor and spatial perception rehabilitation program based on parent-child interaction in reducing the fear of movement in visually impaired children. This intervention can be considered as a suitable method to enhance the fear of mobility in these children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vision%20impairment" title="vision impairment">vision impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory-motor%20rehabilitation" title=" sensory-motor rehabilitation"> sensory-motor rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20perception" title=" space perception"> space perception</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20interaction" title=" parent-child interaction"> parent-child interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20movement." title=" fear of movement."> fear of movement.</a> </p> <a href="https://publications.waset.org/abstracts/181138/the-effectiveness-of-the-sensory-motor-and-spatial-perception-rehabilitation-program-based-on-parent-child-interaction-and-its-effectiveness-on-kinesio-phobia-in-children-with-visually-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181138.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">530</span> Assessment of Vocational Rehabilitation of Visually Impaired Persons in Poultry Farming at Blind Center, Ogbomoso</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Modupe%20C.%20Alasa">Modupe C. Alasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the major parameters for ensuring a country’s economic growth and development is the extent to which the citizens are involved in agriculture. The general objective of this study is to determine the assessment of vocational rehabilitation of visually impaired persons in poultry farming at blind center, Ogbomoso, Nigeria. A total number of 70 students will be selected randomly through the use of structured questionnaire out of the total number of students which is 120. Data will be collected from the farmers’ personal characteristics and other specific objectives related to the work. The results will be analyzed with the use of simple statistical tools as frequency, percentage, means and standard deviations. Conclusion and recommendations will be suggested based on result findings of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=impair" title=" impair"> impair</a>, <a href="https://publications.waset.org/abstracts/search?q=poultry" title=" poultry"> poultry</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational" title=" vocational"> vocational</a> </p> <a href="https://publications.waset.org/abstracts/68107/assessment-of-vocational-rehabilitation-of-visually-impaired-persons-in-poultry-farming-at-blind-center-ogbomoso" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68107.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">255</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">529</span> Influence of Readability of Paper-Based Braille on Vertical and Horizontal Dot Spacing in Braille Beginners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi">K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura"> T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of people who become visually impaired and do not have sufficient tactile experiences has increased by various disease. Especially, many acquired visually impaired persons due to accidents, disorders, and aging cannot adequately read Braille. It is known that learning Braille requires a great deal of time and the acquisition of various skills. In our previous studies, we reported one of the problems in learning Braille. Concretely, the standard Braille size is too small for Braille beginners. And also we are short of the objective data regarding easily readable Braille size. Therefore, it is necessary to conduct various experiments for evaluating Braille size that would make learning easier for beginners. In this study, for the purpose of investigating easy-to-read conditions of vertical and horizontal dot spacing for beginners, we conducted one Braille reading experiment. In this our experiment, we prepared test pieces by use of our original Braille printer with controlling function of Braille size. We specifically considered Braille beginners with acquired visual impairments who were unfamiliar with Braille. Therefore, ten sighted subjects with no experience of reading Braille participated in this experiment. Size of vertical and horizontal dot spacing was following conditions. Each dot spacing was 2.0, 2.3, 2.5, 2.7, 2.9, 3.1mm. The subjects were asked to read one Braille character with controlled Braille size. The results of this experiment reveal that Braille beginners can read Braille accurately and quickly when both vertical and horizontal dot spacing are 3.1 mm or more. This knowledge will be helpful data in considering Braille size for acquired visually impaired persons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=paper-based%20Braille" title="paper-based Braille">paper-based Braille</a>, <a href="https://publications.waset.org/abstracts/search?q=vertical%20and%20horizontal%20dot%20spacing" title=" vertical and horizontal dot spacing"> vertical and horizontal dot spacing</a>, <a href="https://publications.waset.org/abstracts/search?q=readability" title=" readability"> readability</a>, <a href="https://publications.waset.org/abstracts/search?q=acquired%20visual%20impairment" title=" acquired visual impairment"> acquired visual impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=Braille%20beginner" title=" Braille beginner"> Braille beginner</a> </p> <a href="https://publications.waset.org/abstracts/74994/influence-of-readability-of-paper-based-braille-on-vertical-and-horizontal-dot-spacing-in-braille-beginners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">528</span> Teachers’ Experiences regarding Use of Information and Communication Technology for Visually Impaired Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zikra%20Faiz">Zikra Faiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaheer%20Asghar"> Zaheer Asghar</a>, <a href="https://publications.waset.org/abstracts/search?q=Nisar%20Abid"> Nisar Abid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communication Technologies (ICTs) includes computers, the Internet, and electronic delivery systems such as televisions, radios, multimedia, and overhead projectors etc. In the modern world, ICTs is considered as an essential element of the teaching-learning process. The study was aimed to discover the usage of ICTs in Special Education Institutions for Visually Impaired students, Lahore, Pakistan. Objectives of the study were to explore the problems faced by teachers while using ICT in the classroom. The study was phenomenology in nature; a qualitative survey method was used through a semi-structured interview protocol developed by the researchers. The sample comprised of eighty faculty members selected through a purposive sampling technique. Data were analyzed through thematic analysis technique with the help of open coding. The study findings revealed that multimedia, projectors, computers, laptops and LEDs are used in special education institutes to enhance the teaching-learning process. Teachers believed that ICTs could enhance the knowledge of visually impaired students and every student should use these technologies in the classroom. It was concluded that multimedia, projectors and laptops are used in classroom by teachers and students. ICTs can promote effectively through the training of teachers and students. It was suggested that the government should take steps to enhance ICTs in teacher training and other institutions by pre-service and in-service training of teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technologies" title="information and communication technologies">information and communication technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=in-services%20teachers" title=" in-services teachers"> in-services teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20institutions" title=" special education institutions"> special education institutions</a> </p> <a href="https://publications.waset.org/abstracts/102215/teachers-experiences-regarding-use-of-information-and-communication-technology-for-visually-impaired-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">527</span> Muscle: The Tactile Texture Designed for the Blind</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chantana%20Insra">Chantana Insra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research objective focuses on creating a prototype media of the tactile texture of muscles for educational institutes to help visually impaired students learn massage extra learning materials further than the ordinary curriculum. This media is designed as an extra learning material. The population in this study was 30 blinded students between 4th - 6th grades who were able to read Braille language. The research was conducted during the second semester in 2012 at The Bangkok School for the Blind. The method in choosing the population in the study was purposive sampling. The methodology of the research includes collecting data related to visually impaired people, the production of the tactile texture media, human anatomy and Thai traditional massage from literature reviews and field studies. This information was used for analyzing and designing 14 tactile texture pictures presented to experts to evaluate and test the media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blind" title="blind">blind</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20texture" title=" tactile texture"> tactile texture</a>, <a href="https://publications.waset.org/abstracts/search?q=muscle" title=" muscle"> muscle</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20arts%20and%20design" title=" visual arts and design"> visual arts and design</a> </p> <a href="https://publications.waset.org/abstracts/6200/muscle-the-tactile-texture-designed-for-the-blind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">526</span> Ergonomic Adaptations in Visually Impaired Workers - A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamila%20Troper">Kamila Troper</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Mestre"> Pedro Mestre</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Lurdes%20Menano"> Maria Lurdes Menano</a>, <a href="https://publications.waset.org/abstracts/search?q=Joana%20Mendon%C3%A7a"> Joana Mendonça</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Jo%C3%A3o%20Costa"> Maria João Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Demel"> Sandra Demel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Visual impairment is a problem that has an influence on hundreds of thousands of people all over the world. Although it is possible for a Visually Impaired person to do most jobs, the right training, technological assistance, and emotional support are essential. Ergonomics be able to solve many of the problems/issues with the relative ease of positioning, lighting and design of the workplace. A little forethought can make a tremendous difference to the ease with which a person with an impairment function. Objectives: Review the main ergonomic adaptation measures reported in the literature in order to promote better working conditions and safety measures for the visually impaired. Methodology: This was an exploratory-descriptive, qualitative literature systematic review study. The main databases used were: PubMed, BIREME, LILACS, with articles and studies published between 2000 and 2021. Results: Based on the principles of the theoretical references of ergonomic analysis of work, the main restructuring of the physical space of the workstations were: Accessibility facilities and assistive technologies; A screen reader that captures information from a computer and sends it in real-time to a speech synthesizer or Braille terminal; Installations of software with voice recognition, Monitors with enlarged screens; Magnification software; Adequate lighting, magnifying lenses in addition to recommendations regarding signage and clearance of the places where the visually impaired pass through. Conclusions: Employability rates for people with visual impairments(both those who are blind and those who have low vision)are low and continue to be a concern to the world and for researchers as a topic of international interest. Although numerous authors have identified barriers to employment and proposed strategies to remediate or circumvent those barriers, people with visual impairments continue to experience high rates of unemployment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ergonomic%20adaptations" title="ergonomic adaptations">ergonomic adaptations</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20impairments" title=" visual impairments"> visual impairments</a>, <a href="https://publications.waset.org/abstracts/search?q=ergonomic%20analysis%20of%20work" title=" ergonomic analysis of work"> ergonomic analysis of work</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a> </p> <a href="https://publications.waset.org/abstracts/140650/ergonomic-adaptations-in-visually-impaired-workers-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">525</span> Social Integration of Visually Impaired Persons in Georgia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vakhtang%20Nozadze">Vakhtang Nozadze</a>, <a href="https://publications.waset.org/abstracts/search?q=Luiza%20Arutinova"> Luiza Arutinova</a>, <a href="https://publications.waset.org/abstracts/search?q=Khatuna%20Martskvishvili"> Khatuna Martskvishvili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The social empowerment of most needed individuals is a challenging issue, especially for developing countries. The current study explores the effects of visual impairment on individuals’ satisfaction with different aspects of life (i.e. education, job, income, family) and coping strategies. Furthermore, the difference between groups according to health status is revealed. Other demographic variables (education, employment, and marital status) is also considered. The cross-sectional design and self-reported questionnaires were adopted. Seventy-two visually impaired males and females (age range 13-66) and seventy healthy individuals participated in the study. The results reveal the importance of health status on the accessibility of social amenities, individuals’ satisfaction with life, and a diversity of coping strategies, irrespective of the age. The research has an important implication for social integration research and policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping%20strategies" title="coping strategies">coping strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20satisfaction" title=" life satisfaction"> life satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20integration" title=" social integration"> social integration</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title=" visual impairment"> visual impairment</a> </p> <a href="https://publications.waset.org/abstracts/55270/social-integration-of-visually-impaired-persons-in-georgia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55270.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">524</span> Braille Lab: A New Design Approach for Social Entrepreneurship and Innovation in Assistive Tools for the Visually Impaired</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claudio%20Loconsole">Claudio Loconsole</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniele%20Leonardis"> Daniele Leonardis</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio%20Brunetti"> Antonio Brunetti</a>, <a href="https://publications.waset.org/abstracts/search?q=Gianpaolo%20Francesco%20Trotta"> Gianpaolo Francesco Trotta</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20Caporusso"> Nicholas Caporusso</a>, <a href="https://publications.waset.org/abstracts/search?q=Vitoantonio%20Bevilacqua"> Vitoantonio Bevilacqua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Unfortunately, many people still do not have access to communication, with specific regard to reading and writing. Among them, people who are blind or visually impaired, have several difficulties in getting access to the world, compared to the sighted. Indeed, despite technology advancement and cost reduction, nowadays assistive devices are still expensive such as Braille-based input/output systems which enable reading and writing texts (e.g., personal notes, documents). As a consequence, assistive technology affordability is fundamental in supporting the visually impaired in communication, learning, and social inclusion. This, in turn, has serious consequences in terms of equal access to opportunities, freedom of expression, and actual and independent participation to a society designed for the sighted. Moreover, the visually impaired experience difficulties in recognizing objects and interacting with devices in any activities of daily living. It is not a case that Braille indications are commonly reported only on medicine boxes and elevator keypads. Several software applications for the automatic translation of written text into speech (e.g., Text-To-Speech - TTS) enable reading pieces of documents. However, apart from simple tasks, in many circumstances TTS software is not suitable for understanding very complicated pieces of text requiring to dwell more on specific portions (e.g., mathematical formulas or Greek text). In addition, the experience of reading\writing text is completely different both in terms of engagement, and from an educational perspective. Statistics on the employment rate of blind people show that learning to read and write provides the visually impaired with up to 80% more opportunities of finding a job. Especially in higher educational levels, where the ability to digest very complex text is key, accessibility and availability of Braille plays a fundamental role in reducing drop-out rate of the visually impaired, thus affecting the effectiveness of the constitutional right to get access to education. In this context, the Braille Lab project aims at overcoming these social needs by including affordability in designing and developing assistive tools for visually impaired people. In detail, our awarded project focuses on a technology innovation of the operation principle of existing assistive tools for the visually impaired leaving the Human-Machine Interface unchanged. This can result in a significant reduction of the production costs and consequently of tool selling prices, thus representing an important opportunity for social entrepreneurship. The first two assistive tools designed within the Braille Lab project following the proposed approach aims to provide the possibility to personally print documents and handouts and to read texts written in Braille using refreshable Braille display, respectively. The former, named ‘Braille Cartridge’, represents an alternative solution for printing in Braille and consists in the realization of an electronic-controlled dispenser printing (cartridge) which can be integrated within traditional ink-jet printers, in order to leverage the efficiency and cost of the device mechanical structure which are already being used. The latter, named ‘Braille Cursor’, is an innovative Braille display featuring a substantial technology innovation by means of a unique cursor virtualizing Braille cells, thus limiting the number of active pins needed for Braille characters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Human%20rights" title="Human rights">Human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20challenges%20and%20technology%20innovations" title=" social challenges and technology innovations"> social challenges and technology innovations</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=affordability" title=" affordability"> affordability</a>, <a href="https://publications.waset.org/abstracts/search?q=assistive%20tools" title=" assistive tools"> assistive tools</a> </p> <a href="https://publications.waset.org/abstracts/70390/braille-lab-a-new-design-approach-for-social-entrepreneurship-and-innovation-in-assistive-tools-for-the-visually-impaired" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20men&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20men&page=3">3</a></li> <li class="page-item"><a class="page-link" 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