''It Is Not Our Fault. We Are the Victims of the Education System'': Assessment of the Accessibility of Examinations and Information for Students with Visual Impairment in Tanzania

Autor/in	Kisanga, Sarah Ezekiel
Titel	''It Is Not Our Fault. We Are the Victims of the Education System'': Assessment of the Accessibility of Examinations and Information for Students with Visual Impairment in Tanzania
Quelle	In: Journal of the International Association of Special Education, 19 (2019) 1, S.15-26 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Program Evaluation; Accessibility (for Disabled); Testing Accommodations; Visual Impairments; Foreign Countries; Students with Disabilities; Barriers; Access to Information; Test Format; Feedback (Response); Inclusion; Assistive Technology; College Students; Student Experience; Grading; Tanzania + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Accessibility; Zugänglichkeit; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Visual handicap; Sehbehinderung; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Testentwicklung; Inklusion; Collegestudent; Studienerfahrung; Notengebung; Schulnote; Tansania
Abstract	This paper assessed the accessibility of examinations and information for students with visual impairment, across different education levels in Tanzania. The study was guided by three research questions. While the first research question explored barriers to the accessibility of examinations for students with visual impairment, the second research question investigated barriers to the accessibility of information for students with visual impairment. The third research question focused on strategies than can improve the accessibility of examinations and information for students with visual impairment. The target population were students with visual impairment from two selected higher learning institutions. Purposive sampling procedure was used to select 16 students with visual impairment to be involved in a semi-structured interview and focus group discussion. Thematic analysis was used to identify, analyze, and record themes and subthemes from the data generated. The study established five barriers to examinations access: inappropriate examination formats and administration procedures, lack of examinations feedback from teachers, delays in examination time, incompetence of transcribers, and inappropriate grading system. The study further identified absence of assistive devices and/or lack of skills in assistive technology as major challenges to access printed information. Strategies to enhance the access to examination and information for students with visual impairment are also provided. It is recommended that the Tanzanian government allocate a special budget and encourage community participation in the provision of assistive devices and technology to enhance accessibility of examinations and information to students with visual impairment. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: https://www.iase.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01