Understanding the Practice, Perception, and Challenge of Blind or Low Vision Students Learning through Accessible Technologies in Non-Inclusive 'Blind Colleges'
Clicks: 90
ID: 282131
2025
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Emerging Content
26.7
/100
90 views
30 readers
AI Quality Assessment
Not analyzed
Readership in this journal
EmergingRanked #137 of 803 articles by views in arXiv
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 803 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
In developing and underdeveloped regions, many 'Blind Colleges' exclusively
enroll individuals with Blindness or Vision Impairment (BLV) for higher
education. While advancements in accessible technologies have facilitated BLV
student integration into 'Integrated Colleges,' their implementation in 'Blind
Colleges' remains uneven due to complex economic, social, and policy
challenges. This study investigates the practices, perceptions, and challenges
of BLV students using accessible technologies in a Chinese 'Blind College'
through a two-part empirical approach. Our findings demonstrate that tactile
and digital technologies enhance access to education but face significant
integration barriers. We emphasize the critical role of early education in
addressing capability gaps, BLV students' aspirations for more inclusive
educational environments, and the systemic obstacles within existing
frameworks. We advocate for leveraging accessible technologies to transition
'Blind Colleges' into 'Integrated Colleges,' offering actionable insights for
policymakers, designers, and educators. Finally, we outline future research
directions on accessible technology innovation and its implications for BLV
education in resource-constrained settings.
| Reference Key |
jiao2025understanding
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Xiuqi Tommy Zhu; Ziyue Qiu; Ye Wei; Jianhao Wang; Yang Jiao |
| Journal | arXiv |
| Year | 2025 |
| DOI |
DOI not found
|
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.