TECHNOLOGICAL SCAFFOLD AND VISUAL CHALLENGES: DEMANDS AND INADEQUACIES AS PERCEIVED BY SENIOR SECONDARY SCHOOL STUDENTS WITH VISUAL IMPAIRMENT

Abstract

Technology has been used widely in the educational settings, and technology enhanced learning
environments support learners by enhancing their regulative skills and reflection (see de Jong et al.,
2012; Pedaste & Sarapuu, 2006, 2012). Technology-enhanced learning environments have been
widely used to apply inquiry learning in science education and are seen as instructional systems
through which students acquire skills or knowledge with the help of teachers or facilitators, learning
support tools, and technological resources (Aleven, Stahl, Schworm, Fischer, & Wallace, 2003;
Shapiro, Roskos, & Philip, 1995; Wang & Hannafin, 2005). Studies shows that, technology could be
used to support reflection and effective classroom interactions (e.g., Chen, Kinshuk, Wei, & Liu,
2011; Chen et al., 2009; Hsieh, Jang, Hwang, & Chen, 2011; Leijen et al., 2012). In classrooms
disabled persons are need different technology to pay costs for the limitation imposed, compared to
the average or normal person. Over the past decade, technology such as Screen Reading Software,
Text Reading Machines, Drawing Boards, Talking mobile phone, Cassette Recorder or a Digital
Recorder, Geometric Kit, etc., are played a vital role in to change the life of visually impaired people.
There are a lot of problem now a days visually impaired persons face due to lack of availability,
affordability, awareness, language.