The Challenge of Assistive Technology (AT) for the Needs of Visually Impaired (VIP) Learners in English Vocabulary Learning

Abstract

As a result of an ongoing demand for technology and education resources in the 21st-century classroom, assistive technology has crucially influenced English Language Teaching. Many studies have emerged in the field of Information and Communication Technology on visually impaired (VIP) learners using computer-based software programs. With regard to this impact, vocabulary has been given particular emphasis in learning English as a foreign language or second language. Previously, most visually impaired learners were not aware of the learning opportunities to overcome their disability. Recently, learners have been able to study both in special education and inclusive education for partially sighted learners, but the instructional materials and assistive tools have some drawbacks. Textbooks with Braille codes and CDs with a daisy-digital accessible information system have not been easily available to these learners. Furthermore, the contents of standard textbooks did not provide such learners with any assistance. As there have not been any studies on these learners in Thailand, the purpose of this study is to identify the challenges and needs of visually impaired learners of English. This study is a part of a more extensive research program conducted to create assistive technology and tools for young visually impaired Thai learners of English. This paper will focus on multi-sensory material of English vocabulary in special education which will emphasize the development of assistive technology or tools with touch and sound senses in English vocabulary for young VIP learners to encourage sustained learning.