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In recent years, global crises like COVID-19 have accelerated the trend towards digital and online learning, bringing significant benefits and opportunities for various educational fields, including music education and other artistic ventures. This rapid digital transformation has created new ways to teach and learn music, making it more accessible to a broader audience from the comfort of their homes. However, it raises an important question: are these platforms inclusive and accessible to people with impairments? This research addresses this significant gap in accessibility and ensures inclusive music e-learning environments. Focusing on people with visual impairments, we examine their needs and limitations when using e-learning platforms to learn music. By applying principles of non-excluding design, the study highlights key accessibility challenges in music education platforms faced by visually impaired users. Through a comprehensive literature review, qualitative interviews with visually impaired users and musicians, and a developer survey, we identify major barriers and perspectives associated with accessibility in software development. Our work includes analysing qualitative interviews and survey results to propose Web Accessibility Guidelines for musical e-learning platforms. Additionally, we develop a toolkit/plugin using these guidelines to enhance digital navigation and content accessibility, thereby improving the learning experience for visually impaired users in music education.

Atualmente, a utilização dos recursos de Tecnologia de Informação e Comunicação tem sido cada vez mais significativa. Porém, para deficientes visuais sem o adequado acesso ao computador e demais tecnologias, os obstáculos no que se refere à educação, lazer ou a garantir um lugar no mercado de trabalho podem ser inúmeros. Sabe-se que na educação para cegos os recursos audiovisuais são frequentemente utilizados pelas Instituições de Ensino, o que pode acarretar que eventualmente alunos com cegueira ou baixa visão venham a adquirir uma compreensão fragmentada da realidade, reduzindo o seu interesse e motivação. Assim, torna-se evidente a importância do uso de material didático adequado, e que não recorra apenas a soluções virtuais, uma vez que isso requer elevado esforço imaginário destes indivíduos. Desta forma, este trabalho propõe o desenvolvimento de uma impressora de gráficos em altorelevo com a utilização de tinta de emulsão acrílica com propriedades expansivas ao calor. Para averiguar a viabilidade deste produto propôs-se a construção de um protótipo através de resíduos de equipamentos eletrônicos e posteriormente analisou-se seu desempenho. Este trabalho teve a intenção de colaborar para a utilização da exploração tátil no aprender dos conhecimentos relacionados às disciplinas de Física e Matemática do Ensino Médio, e contribuir também no fornecimento de subsídios para a inclusão deste grupo de alunos em escolas regulares, profissionalizantes e de ensino superior. / Currently, the resource utilization of Information and Communication Technology has been increasingly significant. However, for the visually impaired without adequate access to computers and other technologies, obstacles with regard to education, leisure and secure a place in the labor market can be numerous. We know that in education for the blind, audiovisual resources are often used by the Institutions of Education, which may force eventually students with blindness or low vision to acquire a fragmented understanding of reality, reducing their interest and motivation. Thus, it is evident the importance of using suitable teaching material, which is not only virtual, since its require a high effort imagination from these individuals. Thus, this paper proposes the development of a graphics embossed printer by the use of acrylic emulsion paint with expansive heat properties. To investigate the viability of this product, it was proposed to build a prototype using scrap electronics and subsequently analyzed for their performance. This project has the intention to collaborate in the use of tactile exploration in the learning of knowledge related to the disciplines of Physics and Mathematics in high school. Also contributing to the provision of subsidies for the inclusion of this group of students in regular, vocational and higher education schools.

[pt] A acessibilidade é uma qualidade ainda pouco considerada na prática de projetos em Design, porém, cada vez mais necessária na nos diversos modos de interação entre o ser humano e os sistemas diversos. Existem nos dias atuais, muitas abordagens intencionadas a universalizar métodos para a produção de produtos, sistemas e ambientes que sejam acessíveis às pessoas com deficiências. A existência de tantas abordagens culmina, na mesma proporção, em frustrações no desenvolvimento de projetos em Design que objetivam o desenvolvimento produtos que sejam de fato eficazes, eficientes e que tragam satisfação aos usuários, no escopo da diversidade humana. Isto pode ser confirmado na rotina da pessoa com deficiência visual, que pode apresentar diferentes necessidade funcionais de acordo com o componente do olho que foi acometido. Essa dissertação se apresenta em uma pesquisa qualitativa, a partir de observação participante em campo, de caráter exploratório e experimental; fundamentada pela análise documental das leis relacionadas com a deficiência visual, acessibilidade, e com Educação Superior. Para investigar o usuário, foram utilizados questionários e entrevistas, que revelaram lacunas para as quais a Ergonomia apresenta métodos para a melhorar a qualidade na interação do usuário com deficiência visual, para as questões de Usabilidade e Interação Humano Computador; do Design Universal e do Design Universal para a Aprendizagem para as questões de acessibilidade. / [en] The accessibility is a quality that is still under-considered in Design projects, but increasingly necessary in different ways of interaction between humans and systems. There are many approaches at present intended to universalize methods to design accessible products, systems, and environments for people with disability. The existence of so many procedures culminates, in the same proportion, in frustration in the development of Design projects that aim to develop products to be really effective, efficient, and bring satisfaction to users, in human diversity scope. It is possible to verify this fact by the routine of people with visual impairment that can present different functional necessities, according to the component of the eye that was affected. This dissertation presents qualitative research, outlined from participatory field observation, wich character is exploratory and experimental, substantiated by the documentary analysis of the laws related to visual impairment, accessibility and also to Higher Education. Questionnaires and enquiries were used to investigate the users. This data showed up gaps where the Ergonomics features methods to improve quality in user interaction to usability issues and Human-computer interaction; and Universal Design and Universal Design for Learning can improve Accessibility issues.

There is a dearth of information about how students with visual impairments learn science-process skills. The study presented here investigated students' concepts and skills in one science area: the estimation of measurements. The estimation of measurements is one of the fundamental concepts that connects all science disciplines that provide the necessary skills to understand the natural world (National Research Council, 1996; Roth & Roychoudhury, 1993) and is an instructional goal at every grade level of the Mathematics Standards (National Council of Teachers of Mathematics, 2000). Estimating is as important in the science laboratory as it is in real-world environments. In the laboratory, students are asked to make measurements using tools, such as rulers, balances, and beakers, all of which typically rely on visual perception. Although adaptive technologies are available to a small sample of students, these tools are not universally available for those who need them in mainstream classes (Jones, Taylor, & Broadwell, 2009a). The purpose of this study was to document the reported experiences of students with visual impairments with estimating measurements, as well as the students' conceptualizations of linear distances and accurate estimations.

This thesis looks at social rehabilitation courses designed for visually impaired people. Through social rehabilitation, people learn to do various activities which help them achieve independence, self-sufficiency and independence. The study aims to map out the experience of those who have completed a social rehabilitation course and whether it has helped them achieve a more independent life. It will also ascertain the reasons which led them to undertake the course and compare the opinions of clients with the opinions of those who run the courses. To begin with, the theoretical section of the study will describe visual perception, visual impairments and their sensory compensation. It further defines social rehabilitation and describes specific social rehabilitation courses. Trained instructors lead these courses and are in intensive contact with their clients. As such, a related subchapter describes the relations between instructors and clients. Also looked at is communication with people with visual impairments, which is highly specific in many cases. The practical section utilises a qualitative survey based on semi-structured interviews. The research survey comprises two parts, and I focus on the opinions of those who have completed the course in the first part, having spoken to 6 such people, while the second part of the investigation was undertaken amongst the course instructors (teachers). The interviews were undertaken at two organisations providing services to visually impaired people. The research results suggest that completing social rehabilitation courses has helped people increase their independence and thus improve their quality of life. The courses met the expectations of clients. The opinions of clients and instructors concurred to a large extent, with everyone seeing the courses as of great benefit. The deciding factors for beginning the courses were two fundamental needs the need for independent movement and the need to acquire new information, thus to learn something new. The research results can serve anyone who wishes to find out more about the life of people with visual impairments. They will also find out about special courses with which people with visual impairments can look after themselves and their family relatively independently.

Atualmente, a utilização dos recursos de Tecnologia de Informação e Comunicação tem sido cada vez mais significativa. Porém, para deficientes visuais sem o adequado acesso ao computador e demais tecnologias, os obstáculos no que se refere à educação, lazer ou a garantir um lugar no mercado de trabalho podem ser inúmeros. Sabe-se que na educação para cegos os recursos audiovisuais são frequentemente utilizados pelas Instituições de Ensino, o que pode acarretar que eventualmente alunos com cegueira ou baixa visão venham a adquirir uma compreensão fragmentada da realidade, reduzindo o seu interesse e motivação. Assim, torna-se evidente a importância do uso de material didático adequado, e que não recorra apenas a soluções virtuais, uma vez que isso requer elevado esforço imaginário destes indivíduos. Desta forma, este trabalho propõe o desenvolvimento de uma impressora de gráficos em altorelevo com a utilização de tinta de emulsão acrílica com propriedades expansivas ao calor. Para averiguar a viabilidade deste produto propôs-se a construção de um protótipo através de resíduos de equipamentos eletrônicos e posteriormente analisou-se seu desempenho. Este trabalho teve a intenção de colaborar para a utilização da exploração tátil no aprender dos conhecimentos relacionados às disciplinas de Física e Matemática do Ensino Médio, e contribuir também no fornecimento de subsídios para a inclusão deste grupo de alunos em escolas regulares, profissionalizantes e de ensino superior. / Currently, the resource utilization of Information and Communication Technology has been increasingly significant. However, for the visually impaired without adequate access to computers and other technologies, obstacles with regard to education, leisure and secure a place in the labor market can be numerous. We know that in education for the blind, audiovisual resources are often used by the Institutions of Education, which may force eventually students with blindness or low vision to acquire a fragmented understanding of reality, reducing their interest and motivation. Thus, it is evident the importance of using suitable teaching material, which is not only virtual, since its require a high effort imagination from these individuals. Thus, this paper proposes the development of a graphics embossed printer by the use of acrylic emulsion paint with expansive heat properties. To investigate the viability of this product, it was proposed to build a prototype using scrap electronics and subsequently analyzed for their performance. This project has the intention to collaborate in the use of tactile exploration in the learning of knowledge related to the disciplines of Physics and Mathematics in high school. Also contributing to the provision of subsidies for the inclusion of this group of students in regular, vocational and higher education schools.

Orientador: Edison Duarte / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-22T00:38:08Z (GMT). No. of bitstreams: 1 Alves_MariaLuizaTanure_D.pdf: 1132441 bytes, checksum: 87f067d9d7485e19835474a2fb4b71d9 (MD5) Previous issue date: 2013 / Resumo: A inclusão deve ser compreendida como uma experiência subjetiva, dependente das crenças, valores, percepções e experiências da pessoa com deficiência. A inclusão está relacionada com a estruturação de um senso de pertencimento, valor e importância dentro do grupo. No âmbito educacional, a inclusão exige a reestruturação da escola e capacitação profissional continuada para o atendimento das necessidades educacionais visando à aprendizagem e interação social do aluno com deficiência. Este tipo de compreensão exige o estudo da inclusão a partir da perspectiva do aluno com deficiência. O presente estudo objetivou investigar a inclusão a partir da perspectiva do aluno com deficiência, buscando a sua concepção e percepção de inclusão nas aulas de educação física. A concepção de inclusão está associada com a ideia ou a crença de como a inclusão deve ocorrer nas aulas de educação física, e a percepção consiste na forma como o aluno com deficiência realmente vivencia a inclusão nas aulas de educação física. O estudo pode ser caracterizado como qualitativo, com natureza exploratória, descritiva e analítica. Os participantes do estudo foram selecionados da Associação Brasileira de Assistência ao Deficiente Visual - Laramara, situada no município de São Paulo-SP. Participaram do estudo oito alunos com deficiência visual, cinco do sexo feminino e três do sexo masculino. Os estudantes tinham idade entre 13 e 18 anos (15,3 ±1,9 anos) e cursavam o ensino fundamental ou médio. Foram realizadas entrevistas semi-estruturadas com roteiro pré-definido, e anotações de campo. As entrevistas foram analisadas de acordo com o método de análise de conteúdo. A concepção de inclusão dos alunos com deficiência visual está vinculada a participação ativa nas atividades propostas nas aulas de educação física, e também com a interação social com seus colegas de classe. Estes fatores atuam de forma indissociável e dependente. No entanto, os alunos com deficiência têm a percepção de não se sentirem incluídos durante nas aulas de educação física devida participação limitada nas atividades e isolamento social do grupo. Neste âmbito, os resultados demonstram que o professor de educação física apresenta um papel fundamental para a percepção de inclusão, bem como a aceitação pelos colegas de classe / Abstract: The inclusion must be understood as a subjective experience, dependent on beliefs, values, perceptions and experiences of people with disability. The inclusion is related to a sense of belonging, value and importance within the group. In education, inclusion requires the restructuring of school and continuing professional training to meet the educational needs aimed at learning and social interaction of students with disabilities. Such understanding requires the study of inclusion from the perspective of disabled students. The present study aimed to investigate the inclusion from the perspective of disabled students, seeking its conception and perception of inclusion in physical education classes. The concept of inclusion is associated with the idea or belief as inclusion should occur in the physical education classes, and the perception is the way the disabled student actually experiences the inclusion in physical education classes. The study can be characterized as qualitative, exploratory, descriptive and analytical. Study participants were selected from the Brazilian Association of the Visually Impaired Assistance - Laramara, located in São Paulo-SP. In all, eight students participated in the study with visual impairment, five females and three males. The students were aged between 13 and 18 years (15.3 ± 1.9 years) were enrolled in elementary or high school. Were conducted semi-structured interviews with pre-defined, and field notes were taken. The interviews were analyzed according to the method of content analysis. The concept of inclusion of students with visual impairment is linked to active participation in the proposed activities in physical education classes, and also with the social interaction with their classmates. These factors act so inseparable and dependent. However, students with disabilities have the sense not to feel included during physical education classes because of limited participation in activities and social isolation group / Doutorado / Atividade Fisica Adaptada / Doutor em Educação Física

The thesis is focused on the development of visual qualities of children in the early and preschool age. The aim is to analyze current trends and research in the sphere of the early intervention for children with severe visual impairments with a focus on developing their visual qualities. The first three chapters deal with the theoretical knowledge about the development of children at the early and preschool age and the development of children with visual impairments, about the diagnosis of visual impairments at the early age and about the methods of visual training and visual stimulation. The fourth chapter consists of the analysis of current trends and research in the sphere of intervention for visually impaired children at the early and preschool age in selected countries. The analysis is realized by analyzing foreign professional publications, articles and research in journals or websites of the organizations that deal with support and assistance to people, or to children with visual impairments. The analysis shows that the system of the initiation of the early intervention for children with severe visual impairments in those countries is not the same. They differ in the level of provided services. In some states the early intervention is still badly available or expensive. They also differ in...

Atualmente, a utilização dos recursos de Tecnologia de Informação e Comunicação tem sido cada vez mais significativa. Porém, para deficientes visuais sem o adequado acesso ao computador e demais tecnologias, os obstáculos no que se refere à educação, lazer ou a garantir um lugar no mercado de trabalho podem ser inúmeros. Sabe-se que na educação para cegos os recursos audiovisuais são frequentemente utilizados pelas Instituições de Ensino, o que pode acarretar que eventualmente alunos com cegueira ou baixa visão venham a adquirir uma compreensão fragmentada da realidade, reduzindo o seu interesse e motivação. Assim, torna-se evidente a importância do uso de material didático adequado, e que não recorra apenas a soluções virtuais, uma vez que isso requer elevado esforço imaginário destes indivíduos. Desta forma, este trabalho propõe o desenvolvimento de uma impressora de gráficos em altorelevo com a utilização de tinta de emulsão acrílica com propriedades expansivas ao calor. Para averiguar a viabilidade deste produto propôs-se a construção de um protótipo através de resíduos de equipamentos eletrônicos e posteriormente analisou-se seu desempenho. Este trabalho teve a intenção de colaborar para a utilização da exploração tátil no aprender dos conhecimentos relacionados às disciplinas de Física e Matemática do Ensino Médio, e contribuir também no fornecimento de subsídios para a inclusão deste grupo de alunos em escolas regulares, profissionalizantes e de ensino superior. / Currently, the resource utilization of Information and Communication Technology has been increasingly significant. However, for the visually impaired without adequate access to computers and other technologies, obstacles with regard to education, leisure and secure a place in the labor market can be numerous. We know that in education for the blind, audiovisual resources are often used by the Institutions of Education, which may force eventually students with blindness or low vision to acquire a fragmented understanding of reality, reducing their interest and motivation. Thus, it is evident the importance of using suitable teaching material, which is not only virtual, since its require a high effort imagination from these individuals. Thus, this paper proposes the development of a graphics embossed printer by the use of acrylic emulsion paint with expansive heat properties. To investigate the viability of this product, it was proposed to build a prototype using scrap electronics and subsequently analyzed for their performance. This project has the intention to collaborate in the use of tactile exploration in the learning of knowledge related to the disciplines of Physics and Mathematics in high school. Also contributing to the provision of subsidies for the inclusion of this group of students in regular, vocational and higher education schools.