ICT Educational Tools and Visually Impaired Students: Different Answers to Different Accessibility Needs (Contributo in atti di convegno)

Type
Label
  • ICT Educational Tools and Visually Impaired Students: Different Answers to Different Accessibility Needs (Contributo in atti di convegno) (literal)
Anno
  • 2007-01-01T00:00:00+01:00 (literal)
Alternative label
  • Bocconi S., Dini S., Ferlino L., Martinoli C., Ott M. (2007)
    ICT Educational Tools and Visually Impaired Students: Different Answers to Different Accessibility Needs
    in 4th International Conference on Universal Access in Human-Computer Interaction, UAHCI 2007
    (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori
  • Bocconi S., Dini S., Ferlino L., Martinoli C., Ott M. (literal)
Pagina inizio
  • 491 (literal)
Pagina fine
  • 500 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#numeroVolume
  • 7 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#volumeInCollana
  • 4556 (literal)
Rivista
Note
  • Scopus (literal)
  • ISI Web of Science (WOS) (literal)
  • SpringerLink (literal)
  • Google Scholar (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni
  • (1) CNR, Istituto Tecnologie Didattiche (Bocconi, Ferlino, Ott) (2) Istituto D. Chiossone for blind Onlus (martinoli, Dini) (literal)
Titolo
  • ICT Educational Tools and Visually Impaired Students: Different Answers to Different Accessibility Needs (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#isbn
  • 978-3-540-73282-2 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#curatoriVolume
  • Stephanidis, C. (literal)
Abstract
  • In order to guarantee equal opportunities to all students, the accessibility of ICT educational tools is worldwide considered a major issue. Nowadays, visually impaired students can take advantage of a large number of effective assistive technologies but, while using electronic material for learning purposes, they often encounter a number of different accessibility and usability problems. The variety of obstacles they may find on their way is quite large mainly because the term \"visually impaired\" encompasses a wide range of deficits, ranging from blindness to a number of other multifaceted, although less severe, visual impairments. The accessibility requirements for e-learning products established by the laws in force in the different European and non-European countries can be considered an important step onwards; further measures, nevertheless, are still needed to foster the actual \"usability\" of such products by sight impaired people. (literal)
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