Inclusion of the Use of Technology for the Visually Impaired

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Participate and share : Poster

Román de la Garza Espinoza
Alejandro Sa Musi
Martha Leticia GuzmÃÂÃÂÃÂÃÂ¡n Casanova
Dana Iris Contreras Bravo
Carmen María Jáuregui Guevara
Juan Pablo Padilla Sepúlveda
They will find a prototype of a talking Braille keyboard, which can be adapted to any computer and allow a visually impaired person to use a conventional keyboard in a tactile way, but adapted to their needs. Which may facilitate spatial location by having a conventional keyboard without this adaptation.

Audience:	Coaches, Teachers, Technology coordinators/facilitators
Skill level:	Beginner
Attendee devices:	Devices useful
Attendee device specification:	Smartphone: Android, iOS, Windows
Topic:	Equity & inclusion
Grade level:	PK-12
Subject area:	Computer science, Special education
ISTE Standards:	For Students: Empowered Learner Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. Innovative Designer Students develop, test and refine prototypes as part of a cyclical design process. Computational Thinker Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Additional detail:	Student presentation

Proposal summary

Purpose & objective

We want to present an option of inclusion in the use of technology to people with visual impairment, the objective is for the participants to visualize and experience how traditional media can be adapted for inclusion in our own community. In our case, we have a student with visual impairment and one of the biggest challenges we faced was when working with a computer, since other subjects make the curricular adjustments, however in his technology class he chose to reinforce other aspects , since he could not work alongside his colleagues. This motivated and inspired other students to seek the means and through the design thinking process a PBL was launched, which did not allow to generate different prototypes through the use of different algorithms for programming and automation.

Supporting research

We have consulted some articles on the way in which schools have integrated the visually impaired into their educational system http://tiflologia.blogspot.com/2005/09/integracion-de-nios-ciegos-en-la.html
http://ri.ujat.mx/bitstream/20.500.12107/3286/1/2891-17064-3-PB.pdf
https://educrea.cl/orientaciones-trabajar-alumnos-ciegos-discapacidades-visuales/
https://diversidad.murciaeduca.es/orientamur/gestion/documentos/unidad14.pdf
We have also met with leaders of some institutions in our state that work educational and inclusion programs for the visually impaired such as
- Asociación de Ciegos y Debiles Visuales Calidad de Vida sin Ver A.C.
- Asociación Mexicana de Educadores de Personas con Discapacidad Visual, A.C.

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