Assistive learning technologies for students with visual impairments: A critical rehumanizing review

References

• Baker, C. M., Milne, L. R., Scofield, J., Bennett, C. L., & Ladner, R. E. (2014).Tactile graphics with a voice: Using QR codes to access text in tactile graphics. In Proceedings of the 16th international ACM SIGACCESS conference on Computers & Accessibility (p. 75-82). New York, NY: ACM. doi:10.1145/2661334.2661366
   Google Scholar
• Balik, S. P. (2014). Combinatorial graph creation and navigation for blind people. (Unpublished doctoral dissertation). North Carolina State University.
   Google Scholar
• Beal, C. R., & Rosenblum, L. P. (2015). Use of an accessible iPad app and supplemental graphics to build mathematics skills: Feasibility study results. Journal of Visual Impairment & Blindness, 109(5), 383–394.
   Google Scholar
• Beal, C. R., Rosenblum, L. P., & Smith, D. W. (2011). A pilot study of a self-voicing computer program for pre-algebra math problems. Journal of Visual Impairment & Blindness, 105(3), 157–169.
   Google Scholar
• Blackorby, J., Chorost, M., Garza, N., & Guzman, A. (2003). The academic performance of secondary school students with disabilities. The achievement of youth with disabilities during secondary school. A Report from the National Longitudinal Transition Study, 2. Menlo Park, CA: SRI International.
   Google Scholar
• Chew, Y. C., Tomlinson, B. J., & Walker, B. (2014). Graph and Number line Input and Exploration (GNIE) tool technical report. 1–10.
   Google Scholar
• Danforth, S., & Gabel, S. L. (2006). Vital questions facing disability studies in education. New York, NY: Peter Lang.
   Google Scholar
• De Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge, NY: Cambridge University Press.
   Google Scholar
• Fernandes, S. H. A. A., & Healy, L. (2013). Multimodality and mathematical meaning-making: Blind students’ interactions with Symmetry. International Journal for Research in Mathematics Education, 3(1), 36–55.
   Google Scholar
• Ferrell, K. A., Buettel, M., Sebald, A. M., & Pearson, R. (2006). American Printing House for the Blind Mathematics Research Analysis. Louisville, Kentucky: American Printing House for the Blind.
   Google Scholar
• Garland-Thompson, R. (2011). Misfits: A Feminist Materialist Disability Concept. Hypatia, 26, 591–609. doi:10.1111/j.1527-2001.2011.01206.x
   Web of Science ®Google Scholar
• Gulley, A. P., Smith, L. A., Price, J. A., Prickett, L. C., & Ragland, M. F. (2017). Process-driven math: an auditory method of mathematics instruction and assessment for students who are blind or have low vision. Journal of Visual Impairment & Blindness, 111(5), 465–471.
   Google Scholar
• Gutiérrez, R. (2018). Rehumanizing mathematics. In I. M. Goffney & R. Gutiérrez (Eds.), Re- humanizing mathematics for black, indigenous, and latinx students. Annual perspectives in mathematics education. Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• Healy, L., & Fernandes, S. H. A. A. (2011). The role of gestures in the mathematical practices of those who do not see with their eyes. Educational Studies in Mathematics, 77(2–3), 157–174. doi:10.1007/s10649-010-9290-1
   Web of Science ®Google Scholar
• Heller, R. (1979). Educating the blind in the age of enlightenment: Growing points of a social service. Medical History, 23(4), 392–403. doi:10.1017/S0025727300052042
   Google Scholar
• Jackson, A. (2002). The world of blind mathematicians. Notices of the American Mathematical Society, 49(10), 1246–1251.
   Google Scholar
• Jernigan, K. (1969). Blindness: Concepts and misconceptions. National Federation of the Blind. Retrieved from http://www.blind.net/a-philosophy-of-blindness/individual-articles/blindness-concepts-and-misconceptions.html
   Google Scholar
• Kafer, A. (2013). Feminist, queer, crip. Bloomington, Indiana: Indiana University Press.
   Google Scholar
• Karshmer, A. I., & Bledsoe, C. (2002). Access to mathematics by blind students. In K. Miesenberger, J. Klaus, W. Zagler (Eds.), Computers Helping People with Special Needs. ICCHP 2002. Lecture Notes in Computer Science (pp. 471–476). Berlin, Heidelberg: Springer Berlin Heidelberg.
   Google Scholar
• Kelly, S. M., & Smith, D. W. (2011). The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research. Journal of Visual Impairment & Blindness, 105(2), 73.
   Google Scholar
• Landau, S., Russell, M., Gourgey, K., Erin, J. N., & Cowan, J. (2003). Use of the talking tactile tablet in mathematics testing. Journal of Visual Impairment & Blindness, 97(2), 85–96.
   Web of Science ®Google Scholar
• Langer-Osuna, J. M., & Nasir, N. S. (2016). Rehumanizing the “Other” race, culture, and identity in education research. Review of Research in Education, 40(1), 723–743. doi:10.3102/0091732X16676468
   Google Scholar
• Lewis, K. E. (2014). Difference not deficit: Reconceptualizing mathematical learning disabilities. Journal for Research in Mathematics Education, 45(3), 351–396. doi:10.5951/jresematheduc.45.3.0351
   Web of Science ®Google Scholar
• Li, A. (2004). Classroom strategies for improving and enhancing visual skills in students with disabilities. Teaching Exceptional Children, 36(6), 38–46. doi:10.1177/004005990403600605
   Google Scholar
• Linton, S. (1998). Claiming Disability. New York, NY: New York University Press.
   Google Scholar
• Lowenfeld, B. (1975). The changing status of the blind: From separation to integration. Springfield, Illinois: Thomas.
   Google Scholar
• McDermott-Wells, P. M. (2015). Math in the dark: Tools for expressing mathematical content by visually impaired students (Unpublished doctoral dissertation). Nova Southeastern University.
   Google Scholar
• Meekosha, H., & Shuttleworth, R. (2009). What’s so ‘critical’ about critical disability studies? Australian Journal of Human Rights, 15(1), 47–75. doi:10.1080/1323238X.2009.11910861
   Google Scholar
• Moriarty, M. A. (2007). Inclusive pedagogy: Teaching methodologies to reach diverse learners in science instruction. Equity & Excellence in Education, 40(3), 252–265. doi:10.1080/10665680701434353
   Google Scholar
• Munter, C., Stein, M. K., & Smith, M. S. (2015). Dialogic and direct instruction: two distinct models of mathematics instruction and the debate (s) surrounding them. Teachers College Record, 117(11), 1–32.
   Web of Science ®Google Scholar
• O’Modhrain, S., Giudice, N. A., Gardner, J. A., & Legge, G. E. (2015). Designing media for visually-impaired users of refreshable touch displays: Possibilities and pitfalls. IEEE Transactions on Haptics, 8(3), 248–257. doi:10.1109/TOH.2015.2466231
   PubMed Web of Science ®Google Scholar
• Oliver, M. (2013). The social model of disability: Thirty years on. Disability & Society, 28(7), 1024–1026. doi:10.1080/09687599.2013.818773
   Web of Science ®Google Scholar
• Panek, W. C. (2002). Visual disabilities. In M. G. Brodwin, F. Tellez, & S. K. Brodwin (Eds.), Medical, psychosocial, and vocational aspects of disability (2nd ed., pp. 157–169). Athens, GA: Elliot Fitzpatrick, Inc.
   Google Scholar
• Puentedura, R. R. (2012). The SAMR model: Background and exemplars. Retrieved from http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_BackgroundExemplars.pdf
   Google Scholar
• Radford, L. (2013). Perceiving with the eyes and with the hands. International Journal for Research in Mathematics Education, 3, 1. Retrieved from http://www.sbembrasil.org.br/ripem/index.php/ripem/article/view/78
   Google Scholar
• Rao, S., & Gartin, B. (2003). Attitudes of university faculty toward accommodations to students with disabilities. The Journal for Vocational Special Needs Education, 25(2), 47–54.
   Google Scholar
• Shakespeare, T. (2006). Disability rights and wrongs. London, NY: Routledge.
   Google Scholar
• Smith, D. W. (2017). Chapter 15: Mathematics. New York, NY: In Foundations of Education: Instructional.
   Google Scholar
• Smith, D. W., & Smothers, S. M. (2012). The role and characteristics of tactile graphics in secondary mathematics and science textbooks in Braille. Journal of Visual Impairment & Blindness, 106(9), 543.
   Google Scholar
• Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313–340. doi:10.1080/10986060802229675
   Google Scholar
• Swain, J., & French, S. (2000). Towards an affirmation model of disability. Disability & Society, 15(4), 569–582. doi:10.1080/09687590050058189
   Web of Science ®Google Scholar
• Thomas, P., Gradwell, L., & Markham, N. (1997). Defining impairment within the social model of disability. Greater Manchester Coalition of Disabled People.
   Google Scholar
• Toennies, J. L., Burger, J., Withrow, T. J., & Webster, R. J., III. (2011). Towards haptic/aural touchscreen display of graphical mathematics for the education of blind students. 2011 IEEE World Haptics Conference, 373–378.
   Google Scholar
• Van Scoy, F., McLaughlin, D., & Fullmer, A. (2005). Auditory augmentation of haptic graphs: Developing a graphic tool for teaching precalculus skill to blind students. In Proceedings of the 11th Meeting of the International Conference on Auditory Display (Vol. 5).
   Google Scholar
• Wongkia, W., Naruedomkul, K., & Cercone, N. (2012). I-Math: Automatic math reader for Thai blind and visually impaired students. Computers & Mathematics with Applications, 64(6), 2128–2140. doi:10.1016/j.camwa.2012.04.009
   Web of Science ®Google Scholar
• Xu, C., Israr, A., Poupyrev, I., Bau, O., & Harrison, C. (2011). Tactile Display for the Visually Impaired Using TeslaTouch. In CHI ’11 extended abstracts on human factors in computing systems (pp. 317–322). New York, NY: ACM. doi:10.1145/1979742.1979705
   Google Scholar