Accessibility Barriers for Blind Students in Teaching-learning Systems

Abstract

The use of digital technology by educators has received increasingly higher focus in the recent years. In spite of this, students with disabilities still face many accessibility obstacles while using digital technologies. In this context, this paper has the main goal of identifying the accessibility barriers faced by the community of blind students and highlighting the main factors that hinder this community from accessing learning objects. For this purpose, initially, a Systematic Literature Review (SLR) was conducted, with which it was possible to collect the main accessibility problems identified by the scientific community. In order to complement and detail the information obtained in the SLR, a questionnaire was submitted to blind students, in which it was possible to discover new difficulties from a practical point of view. Finally, the accessibility barriers found in the SLR and in the questionnaire responses were analyzed and the results obtained were related to the Web Content Accessibility Guidelines (WCAG), the main document that explains how to make web content accessible for people with disabilities. This work seeks to explain the main factors that hinder or prevent access to learning objects in teaching-learning systems, promote a discussion on alternatives for improving these resources, identify gaps and guide more detailed studies on the subject.