Assistive Technology in Large-Scale Assessments for Students with Visual Impairments: A Systematic Review and Recommendations Based on the Brazilian Reality

Autor/inn/en	Leria, Lucinda A.; Benitez, Priscila; Fraga, Francisco J.
Titel	Assistive Technology in Large-Scale Assessments for Students with Visual Impairments: A Systematic Review and Recommendations Based on the Brazilian Reality
Quelle	In: Education and Information Technologies, 26 (2021) 3, S.3543-3573 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leria, Lucinda A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10419-6
Schlagwörter	Foreign Countries; Assistive Technology; Visual Impairments; Students with Disabilities; Computer Assisted Testing; Academic Accommodations (Disabilities); Research Needs; Student Evaluation; Evaluation Methods; Technology Uses in Education; Brazil; United States + Suchen Sie Ihr Suchwort? Ausland; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Forschungsbedarf; Schulnote; Studentische Bewertung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Brasilien; USA
Abstract	Currently, computer-based tests are widely used in large-scale assessments in education. However, the effective participation of people with visual impairments (PwVI) through the use of Assistive Technologies (ATs) to take these tests equitably and independently is an open challenge, particularly in countries with high social inequality, as Brazil. The present study systematically mapped the ATs used by PwVI to access digital information in large-scale assessments. Based on the systematic literature review methodology, 3012 articles from four scientific databases were retrieved, of which 28 were considered for analysis. The results point to a wide range of ATs to make tests accessible, as well as to a trend towards the implementation of global solutions through important partnerships and consortia. Such initiatives present proposals for accessible, reusable, and interoperable technology solutions that promote access to examinations based on the concept of universal design, in order to guarantee the right to education for everyone, including PwVI. Furthermore, our systematic review indicated that research on the topic concentrates in some countries (e.g., U.S.). Lastly, we found out that there is a research gap regarding how to implement and expand the use of these technologies in regions with rather different realities in terms of access to digital information, financial resources and ease of access to technology by PwVI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01