Accessibility in pictures,graphs,and maps for students with visual impairments: In-depth assessment

Abstract

The significant challenges faced by students with visual impairments in educational settings, particularly in accessing university education, are well documented. Limited access to essential learning materials often leads to poor academic performance and increased risk of dropout. On the contrary, providing educational resources in alternative formats is essential to improving accessibility. The effectiveness of engaging students with visual impairments with graphical materials for learning in science, technology, engineering, arts, and mathematics has been well supported, as well as the difficulties these students face in accessing accessible images/graphics. The present study aims to compare four different forms of accessible images regarding their effectiveness and usefulness for students with visual impairments, as well as the satisfaction of students with visual impairments with these forms of accessible educational materials. These four forms are (a) verbal description of pictures, (b) pictures printed on swell/microcapsule paper, (c) embossed pictures on paper with the Tiger embosser, and (d) audio-tactile pictures. The findings of the study highlight several useful conclusions for the design and production of accessible images.