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Topic Overview

For students with visual impairments to have success in mathematics, it is essential for them to understand complex mathematical graphics (Rosenblum, Cheng, & Beal, 2018). Certain mathematical graphics, such as charts and graphs, have been shown to be especially challenging to make accessible to students with visual impairments (Emerson & Anderson, 2018). Students have been successful at learning mathematics through auditory means, but often text-to-speech software does not adequately recognize mathematical symbols and images (Bouck, Weng, & Satsangi, 2016). For example, the VoiceOver feature on iPads has been shown to be difficult to understand and inconsistent (Beal, 2015). Despite these difficulties, it is imperative to provide alternate means for accessing visual information, such as verbal descriptions, based on the principles of universal design for learning (Pittman & Heiselt, 2014).

In light of the challenges and imperatives found in these articles, course developers and designers should consider adding personalized audio to the challenging mathematical graphics required for comprehension, in addition to alternative text provided for screen readers.

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Development of a math-learning app for students with visual impairments

Beal (2015) conducted a study with the purpose of making an online mathematics tutoring program, AnimalWatch, accessible to students with visual impairments. Based on a survey of 88 participants, the researcher found that the iPad, with its built-in accessibility features, was believed to be the most beneficial aid in making the content accessible. Specifically, VoiceOver was used as a text-to-speech feature and Zoom was used to enlarge images on the screen in conjunction with print materials provided to the participants. Beal (2015) found that there was some improvement in accessibility for students with visual impairments in using the iPad accessibility features and print materials for the AnimalWatch program. Challenges of the implementation included a lack of consistency in the text-to-speech language and difficulty in understanding the spoken words.

Beal, C. (2015). Development of a math-learning app for students with visual impairments. Journal on Technology and Persons with Disabilities, 3, 1–9.

eText, mathematics and students with visual impairments

In this article, Bouck and Meyer (2012) discuss the challenges of and strategies for creating an electronic text for mathematics students with visual impairments. The authors also provide a table of various mathematics assistive technology tools, their purpose, and their price. This article gives a solid overview of what mathematics students with visual impairments face, the technologies available to them, and the best practices for creating accessible content. Bouck and Meyer (2012) articulate that “providing all students with effective, research-based tools that allow them to truly access mathematics increases their opportunities for spending more time engaged in meaningful educational activities” (p. 48). In addition to providing an accessible tool to students, however, the authors indicate that student outcomes must be researched further to ensure these tools are achieving their intended purposes. 

Bouck, E. C., & Meyer, N. K. (2012). eText, mathematics and students with visual impairments. Teaching Exceptional Children, 45(2), 42–49. https://doi.org/10.1177/004005991204500206

Digital versus traditional: Secondary students with visual impairments’ perceptions of a digital algebra textbook

Bouck, Weng, and Satsangi (2016) examined the effectiveness of a digital mathematics textbook in comparison with a traditional mathematics textbook for students with visual impairments. The researchers conducted a qualitative study of five students in an Algebra course with visual impairments. A survey was given to these students before and after the study along with observations of students using the traditional textbook and digital textbook. The majority of the students preferred using the traditional textbook because they could physically touch and manipulate it, even though they were able to identify benefits of the digital textbook. These benefits included ease of transporting the text as well as ease of navigation within the digital textbook. Limitations of this study include the very small sample size as well as the lack of consistent use of the digital textbooks by the participants throughout the study.

Bouck, E. C., Weng, P. L., & Satsangi, R. (2016). Digital versus traditional: Secondary students with visual impairments’ perceptions of a digital algebra textbook. Journal of Visual Impairment and Blindness, 110(1), 41–52. https://doi.org/10.1177/0145482x1611000105

What mathematical images are in a typical mathematics textbook? Implications for students with visual impairments

Emerson and Anderson (2018) analyzed the types of images commonly found in mathematics textbooks aligned to the Common Core standards and the difficulty of students who are visually impaired accessing those images appropriately. The researchers categorized the images into three groups: non-mathematical images (interest/motivation), mathematical images associated with a specific question, and general mathematical images such as charts and graphs. Emerson and Anderson uncovered a key issue for students with visual impairments in mathematics: “the more common categories of tables and scatter or line graphs often did not lend themselves well to description, partly because of the large amount of information often contained in the images and partly due to the fact that these images can contain information central to conceptual understanding that is not necessarily included in descriptions of the image” (p. 29). The researchers concluded that time needs to be devoted to describing these complex mathematical images so that students with visual impairments may understand and utilize them.

Emerson, R. W., & Anderson, D. (2018). What mathematical images are in a typical mathematics textbook? Implications for students with visual impairments. Journal of Visual Impairment and Blindness, 112(1), 20–32. https://doi.org/10.1177/0145482x1811200103

Increasing accessibility: Using universal design principles to address disability impairments in the online learning environment

Pittman and Heiselt (2014) examined how universal design for learning (UDL) could create more accessible online material for all students and especially for students with mobility, auditory, visual, and cognitive impairments. In particular, the researchers examined common barriers that students with these four impairments may face and possible solutions to those barriers based on the principles of UDL. These principles include equitable use, flexibility in use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. For example, based on the perceptible information principle, students with visual disabilities should have access to screen readers, appropriate colors and contrast, minimal moving parts and pop-up windows on the screen, and the ability to change the size of the text and graphics. These options can remove some barriers faced by students with visual impairments when accessing online information.

Pittman, C. N., & Heiselt, A. K. (2014). Increasing accessibility: Using universal design principles to address disability impairments in the online learning environment. Online Journal of Distance Learning Administration, 17(3), 1–11. Retrieved from http://proxy.library.brocku.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1044112&site=eds-live&scope=site%5Cnhttp://www.westga.edu/~distance/ojdla/fall173/pittman_heiselt173.html

Teachers of students with visual impairments share experiences and advice for supporting students in understanding graphics

Rosenblum, Cheng, and Beal (2018) conducted a qualitative study to identify strategies for aiding students with visual impairments in deciphering mathematical graphics. The researchers identified themes from the eleven teachers of students with visual impairments who interacted in focus groups. Their findings identified the following strategies that can be used to help students with visual impairments in deciphering mathematical graphics: increase contrast and clarity in the graphic, reduce the complexity of the graphic, highlight key parts of the graphic, make appropriate color choices, and provide instruction on crucial features of various mathematics graphics, such as bar graphs, histograms, circle graphs, line graphs, and scatter plots, in order to improve students’ literacy skills in approaching these graphics.

Rosenblum, L. P., Cheng, L., & Beal, C. R. (2018). Teachers of students with visual impairments share experiences and advice for supporting students in understanding graphics. Journal of Visual Impairment and Blindness, 112(5), 475–487. https://doi.org/10.1177/0145482X1811200505