Significance and Background, Research Paper Example

The problem which will be reviewed is the deeply and totally vision challenged populations and the manner by which to include these individuals with regards to the services which are provided by websites and distance learning programs. The number of deep and totally challenged individuals in the United States has been estimated at 49, 794. The number of deeply visually challenged individuals in the U.S. who must apply Braille readers is 5, 186. The number of deeply visually and totally visually challenged individuals in the U.S. who must apply print readers is 16, 635. The number of deeply visually and totally visually challenged individuals in the U.S. who must apply auditory readers is 4, 728 (American Printing House for the Blind, 2012).

The number of deeply visually challenged number of individuals in the U.S. who must apply non- readers is 20, 361. The number of deeply visually challenged individuals and totally visually challenged individuals who must apply pre readers is 12, 263 (American Printing House for the Blind, 2012).  The inability for the profoundly and completely visually challenged in  reading the text on the internet is a significant problem due to the aspect that 49, 794 individuals are excluded from being able to read text on websites or become distance learners in online educational programs. The American Disabilities Act of 1990, Section 508 prohibits the exclusion of the 49, 794 profoundly visually and totally visually challenged individuals in the U.S. from being able to access information on the internet (Edmonds, 2007). This is a significant problem (American Printing House for the Blind, 2012).

Problems and What they Lead to 

Access to internet services is a requisite for the deeply and completely visually challenged internet users and distance learners as a requisite of the American Disabilities Act Section 508. Individuals may be profoundly or totally visually challenged with regards to the access of internet resources which are placed on video monitors in comparison to their ability of exercising sight in other domains. In the distance learning model, access for the learners who possess deeply and totally visually challenges is a significant concern (Buzzi et al., 2009; Edmonds, 2007; Thompson et al., 2006). The legislation requiring equal and unrestricted access to internet services for profoundly and totally visually challenged internet users is the following:

• American Disabilities Act, 1990 Section 508.
• IDEA Individual with Disabilities Education Act, 1990.
• Carl D. Perkins Vocational Development Disabilities Act of 1984 (Buzzi et al., 2009; Edmonds, 2007; Thompson et al., 2006).

Interventions

The study has the plan of reviewing the application of audio based instruction with regards to the implementations of screen based readers by the deeply and totally visually challenged. Deeply and totally visually challenged internet users with regards to the internet must be given access in order to promote their social and economic development. The deeply and totally visually challenged internet users have had difficulty in reading the text which is placed on the video monitors of computers. The challenges which are inherent to the deeply and completely visual challenged internet users have required the implementation of Braille mobile device keyboards, Hylighter applications, JAWS, ALVA 44, Window Eyes, PRE applications using ASPRN, Moodle , WAVE and Webb IE 3 in order to facilitate equal access to internet resources which are displayed on the video monitors of digital devices (Buzzi et al., 2009; Federici et al., 2010; Huber & Simpson, n.d.; Lazar et al., 2007; Lebrow & Lick, n.d.; Romero et al., 2011; Sahib et al., 2012; Sodnick et al., 2012 and Southwell & Slater, 2013).

The access of information resources on video monitors which are inherent on digital devices is not the only restriction which has caused concern for the deeply and totally visually challenged distance learners.  There are supplemental information resource services (i.e., websites) which must have the capacity of being access by the profoundly and completely visually challenged internet users (Mankoff et al., 2005). In addition, systems which enhance the use of the internet by the deeply and totally visually challenged internet users (i.e. PCTA services, screen readers and library visual aids) must also have the capacity of being access by the deeply and totally challenged internet users (Federici et al., 2010; Huber & Simpson, n.d.; Lebrow & Lick, Romero et al., 2010 and Sodnik et al., 2012).

The implications of the profoundly visually challenged and the totally visually challenged can be far reaching. The American Disability act of 1990 Section 508 requires that equal access be provided to all internet users  and distance learners irrespective of the extent of the visual challenges. Unrestricted access to the information which is derived from internet sources and displayed on video monitor screens represents a manner of providing socio economic justice for the deeply and totally visually challenged internet users ( Huber & Simpson, n.d.).

The frustrations of the deeply and completely visually challenged internet users have usually been detailed to particular contexts. The internet accessibility obstacles which are the causal attributes of the frustrations of the deeply and totally challenged internet users has been demonstrated to be the source of substantial number of stress related health problems and decreases of the satisfaction levels of the profoundly and completely visually challenged internet users in the work environment (Lazar et al., 2007).

Research has demonstrated that 54% of organizational managers who had been surveyed perceived that there were employment positions which could be performed by the blind. Over 70% of the deeply and totally visually challenged members of the population are unemployed.  One third of the deeply and totally visually impaired workers who are contacted for employment are hired by services which provide services and counseling to the totally visually impaired (Cipriani, 2013).

Forty five percent of the organizational managers who had been surveyed perceived that hiring profoundly and totally visually handicapped individuals were time intensive and non- cost avoidant. Forty two percent of the organizational managers which had been surveyed perceived that the deeply and completely visually challenged would need assistance in performing task related function. One third of the organizational managers which had been surveyed perceived that the profoundly and comprehensively visually challenged workers would be more accident prone in the work environment. The majority of screen reading applications (i.e., Braille mobile device keyboards, Hylighter applications, JAWS, ALVA 44, Window Eyes , PRE applications using ASPRN, Moodle , WAVE and Webb IE 3) are modifications which could be applied in order to provide access to the deeply and totally visually challenged in the work environment (Cipriani, 2013).

Considering the socio- economic challenges which result from the profoundly and completely challenged internet users in accessing the resources which are derived from the video monitors of digital devices, It becomes a subject of great legal significance to implement audio based CAPTCHA instructional cue approaches which optimize the strengths of the deeply and totally visually challenged internet users (Bigham & Cavender, 2009; Federici et al., 2010; Lazar et al., 2007; Sahib et al., 2012 and Sodnik et al., 2012). The strengths which have been demonstrated to be manifested by the profoundly and totally visually challenged internet users are good listening skills and good memorization skills (Federici et al. 2010; Sahib et al., 2012).

Taking these aspects into account, if we can increase the internet accessibility for the profoundly and totally visually challenged internet users by means of the audio based instruction and audio CAPTACHA cues, it would provide lifelong benefits with regards to the quality of life of those who are affected by the deep and total visual challenges (Bigham & Cavender, 2009). The application of visual internet screen enhancements which increase the accessibility for the profoundly and totally visually challenged internet users can provide these populations with increased sense of purpose and self- determination (Cipriani, 2013).

In order to provide the requirements of the various students who are learning in a developmentally appropriate setting while operating at diverse levels or skills and abilities. In the application of the cluster paradigm, the worksite is a particular educational facility which is founded upon the possible number of skills which can be acquired by the small units of deeply and totally challenged students. In this setting, the itinerant instructors intervene intermittently with the students, providing the audio based instruction with audio CASPTCHA cues  by which the comprehension of the Braillemobile device keyboards, Hylighter applications, JAWS, ALVA 44, Window Eyes, PRE applications using ASPRN, Moodle, WAVE and Webb IE 3 can be completed in order to provide increased access to the internet resources for the deeply and visually challenged internet users (Bigham & Cavender, 2009; Lynch & McCall, 2007).

Specific Interventions and Training

The specific training which will enable this research to add to the current body of knowledge in the enabling of the deeply visually and   totally visually challenged gain increased access to web based services is the application of audio based instruction which applies audio CAPTCHA cues in order to instruct the deeply and totally challenged internet users in the application of Braille mobile device keyboards, Hylighter applications, JAWS, ALVA 44, Window Eyes, PRE applications using ASPRN, Moodle, WAVE and Webb IE 3  (Bigham & Cavender, 2009; Buzzi et al., 2009; Federici et al., 2010; Huber & Simpson, n.d.; Lazar et al., 2007; Lebrow & Lick, n.d.; Romero et al., 2011; Sahib et al., 2012; Sodnick et al., 2012 and Southwell & Slater, 2013)..

Research has demonstrated that audio based instruction has proven to be effective in the instruction of the deeply and totally visually challenged individuals (Bigham & Cavender, 2009). The aspiration of this research is to add to the current body of knowledge in the field by applying the audio based instruction with the CAPTHA audio cues in order to instruct the deeply and totally visually challenged how to use the Braille mobile device keyboards, Hylighter applications, JAWS, ALVA 44, Window Eyes, PRE applications using ASPRN, Moodle, WAVE and Webb IE 3 in order to gain equal access to web based resources (Bigham & Cavender, 2009; Buzzi et al., 2009; Federici et al., 2010; Huber & Simpson, n.d.; Lazar et al., 2007; Lebrow & Lick, n.d.; Romero et al., 2011; Sahib et al., 2012; Sodnick et al., 2012 and Southwell & Slater, 2013).

Limitations of the Previous Studies

The limitations of the previous studies which have been reviewed are that none of the empirical studies apply audio based instruction in order to instruct the deeply visually and totally visually challenged users how to apply the screen readers, braille keyboard readers and the PCTA applications.  The studies have demonstrated that the level of concentration which is required by the visually handicapped with regards to the effective interpretation of the enhanced interface audio instructions is significantly greater that the audio instruction which had not been enhanced for use for the deeply and totally visually challenged (Bigham & Cavender, 2009).

How this Study Plans to Address Problems

In order to instruct the deeply and totally visually challenged users with regards to the application of these implementations, audio instruction must be applied.  Audio instruction is an approach which has been applied which enables the visually challenged internet users to hear the instructions on how to apply the visual enhancement implementations to the internet video monitors of the digital devices. The application of audio components enables the deeply and totally visually challenged internet user to review the instructions by interacting with the audio controls of the programs (Bigham & Cavender, 2009).

A model which has been applied in order to provide internet access to the deeply visually challenged and the completely visually challenged internet users have been screen reading devices (i.e., Braille mobile device keyboards, Hylighterapplications, JAWS, ALVA 44, Window Eyes, PRE applications using ASPRN, Moodle, WAVE and Webb IE 3) and PCTA devices (Federici et al., 2010; Huber & Simpson, n.d.; Lebrow & Lick, Romero et al., 201 and Sodnik et al., 2012). The research which has been conducted has been directed at a population of one hundred and sixty two internet users who possess deep visual and comprehensive visual challenges. The study demonstrated that the audio based CAPTCHAs have been applied for the non- visual component of instructing the deeply and totally visually challenged internet users (Bigham & Cavender, 2009).

The study demonstrated that the audio based CAPTCHAs require greater concentration on behalf of the users that the visually based CAPTCHAs.  An enhanced user interface for the resolution of the audio based file CAPTCHA has been applied for the non- visual application which enables the movement of the controls for audio reproduction on the answer section of the audio based CAPTCHA file. A review of the enhanced audio interface which has been applied for the audio CAPTCHA file has shown that the success rate has been 59% for the profoundly and totally challenged users in the effective  interpretation of the audio instruction for the application of the screen readers, PCTA application and the Braillemobile device keyboard (Bigham & Cavender, 2009; Buzzi et al., 2009; Federici et al., 2010; Huber & Simpson, n.d.; Lazar et al., 2007; Lebrow & Lick, n.d.; Romero et al., 2011; Sahib et al., 2012; Sodnick et al., 2012 and Southwell & Slater, 2013).

Dr. Albert Bandura noted that the majority of cognitive acquisition which takes place is based on the perception of others in the environment. The learning which takes place in the audio instructional setting serves as a reflection of the sensory strengths of the visually challenged (Bandura, 1969; Bigham & Cavender, 2009).

Purpose

The purpose of this study is to apply audio based instruction for the deeply and totally visually handicapped in order to facilitate their access to the information resources which are available on the internet. The internet users whom are profoundly and totally visually challenged must address significant obstacles in attaining opportunities for socio economic justice (Huber & Simpson, n.d.). Research has demonstrated that the screen reading modifications which are installed on the video monitors of the digital devices have been able to remedy 50% of the challenges which are faced by internet users who are affected by profound and total visual challenges. The aspect which distinguishes this study from all previous research is the application of audio based instruction and CATCHA audio cues in order to instruct the deeply and totally visually challenged users in the application of Braille mobile device keyboards, Hylighter applications, JAWS, ALVA 44, Window Eyes, PRE applications using ASPRN, Moodle, WAVE and Webb IE 3) and PCTA devices. This new research will be conducted with the objective of enabling equal acess to the deeply and totally visually challenged internet users in order to provide enhanced access to internet resources (Bigham & Cavender, 2009; Lazar et al., 2007; Lebow & Lick, n.d.; Mankoff et al.; 2005).

References

American Printing House for the Blind (2012). Annual report 2012: distribution of eligible students based on the federal quota census of January 3, 2011. American Printing House for the Blind.

Bandura, A. (1969). Social learning theory of identificatory processes. David A. Gotlin (Ed.), Handbook of Specialization Theory and Research. USA:  Rand McNally and Company

Bigham, J.P. & Cavender, A.C. (2009). Evaluating audio CAPTCHAs and an interface optimized for non- visual use. Proceedings of the SIGGHI 09 Conference on Human Factors in Computing Systems: 1829- 1838.

Buzzi, M.C., Buzzi, M. & Leporini, B.  (2009). Accessing e- learning systems via screen reader: An example.Human Computer Interaction, Part IV, HCB 2009, LNCS 5613, pp. 21- 30.

Cipriani, B. (2013). Hiring Blind: The misconceptions facing America’s visually impaired workforce. Braille Monitor, July 2013.

Edmonds, C. D. (2007). Providing access to students with disabilities in online distance education: Legal and technical concerns for higher education.  The American Journal of Distance Education, 18(1): 51- 62.

Federici, S., Borsci, S. & Mele, M. L. (2010). Usability evaluation with screen reader users: A video presentation of the PCTA’s experimental setting rules. Cogn Process, 11: 285- 288.

Huber, M. J. & Simpson, R. (n.d.).  Intelligent Reasoning systems, Department of Rehabilitation Science and Technology, University of Pittsburgh.

Lazar, J., Allen, A., Kleinman, J. & Malarkey, C.  (2007). What frustrates screen reader users on the web: A study of 100 blind users. International Journal of Human- Computer Interaction, 22(3): 247- 269.

Lebow, D. G. & Lick, D. W. (n.d.). Hylighter: An effective annotation innovation for distance education. 20th Annual Conference on Distance Teaching and Learning.

Lynch, P. & McCall, S. (2007). The role of itinerant teachers. Community Eye Health,  20(62): 26- 27.          

Mankoff, J., Fait, H. & Tran, T.   (2005). Is your web page accessible? A comparative study of methods for assessing web page accessibility for the blind. Human Computer Interaction Institute.

Romero, M., Frey, B., Southern, C., & Abowd, G. D.  (2011). Braille Touch: Designing a mobile eyes- free soft keyboard. Mobile HCI 2011, Aug 30- Sept 2, 2011, Stockholm, Sweden.

Sahib, N. G., Tombros, A. & Stockman, T. (2012). A comparative analysis of the information- seeking behavior of visually impaired and sighted searchers. Journal of the American Society for Information Science and Technology, 63(2): 377- 391.

Sodnik, J., Jakub, G. & Romaic, S. (2012). The use of spatialized speech in auditory interfaces for computer users who are visually impaired. Journal of Visual Impairment and Blindness, 2012.

Southwell, K. L. & Slater, J. (2013). An evaluation of finding aid accessibility for screen readers. Information Technology and Libraries, 2013.

Thompson, T., Burgstahler, S., Moore, E. Gunderson, J. & Hoyt, T. (2006) Research on web accessibility in higher education. ITD Journal, 2006.