How do visual impaired utilize ict in learning a case study of vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY DO THUY HA HOW DO VISUAL IMPAIRED UTILIZE ICT IN LEARNING: A CASE STUDY OF VIETNAM MASTER'S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY DO THUY HA HOW DO VISUAL IMPAIRED UTILIZE ICT IN LEARNING: A CASE STUDY OF VIETNAM MAJOR: GLOBAL LEADERSHIP CODE: 8310210.01QTD RESEARCH SUPERVISORS: Prof Dr KAZUO KURODA Prof Dr PHAM HONG TUNG Hanoi, 2021 ACKNOWLEDGEMENTS I would like sincerely to express gratitude to the MGL lecturers Prof Dr Pham Hong Tung, Prof Dr Kazuo Kuroda for strong recommendations and help in order to complete the study Also, I would like to thank to my family, colleagues and friends for informative comments and sharing idea to contribute to the study more fruitful This study is based on the actual issues of the visual impairments in Vietnam Due to limited time and knowledge, the study can be unavoidable of mistakes In order to make the study more flawless to possibly apply in practice, I look forward to continuously receiving further contributions from professors and friends ABSTRACT This research aimed to understand and assess how visual impaired utilize ICT in learning through the case study of Vietnam Mixed methods design of quantitative and qualitative data was deployed A survey with 30 respondents with visual impairments (VI), teachers and volunteers at Vietnam National University (VNU) and Hanoi Vocational Training Center for the visual impairments (HVTC) were conducted The study demonstrated that the VI made use of ICT in learning not only to increase educational quality but also to promote independent learning On the other hand, there were plenty of challenges the VI face due to inadequate specialized ICT tools In addition, the shortage of professional training on the use of special ICT and shortage of ICT experts in this area remains as challenges Furthermore, the study also unveiled that Vietnamese visual impairments utilize ICT in learning similarly to the VI in other developed countries, but they challenge they faced varied TABLE OF CONTENTS LIST OF TABLES i LIST OF FIGURES ii LIST OF ABBREVIATIONS .iii CHAPTER 1: INTRODUCTION CHAPTER 2: LITERATURE REVIEW 2.1 The importance of assistive ICT in learning 2.2 Challenges to use ICT among the visually impairments 2.3 The VI with current status of use ICT for learning in Vietnam 11 CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY 14 3.1 Operationalization 14 3.2 Research Objective 16 3.3 Research Questions 17 3.4 Hypothesis 17 3.5 Expected outcomes 17 3.6 Mixed-method design 18 3.7 Research scope and population 18 3.7.1 Vietnam National University (VNU) 18 3.7.2 Hanoi vocational training center for the visual impairments (HVTC)19 3.7.3 The population 19 3.8 Data collection and analysis 19 3.9 Respondents demographic 21 CHAPTER 4: FINDINGS AND DISCUSSION 22 4.1 Types of ICT tools could be used in Vietnam 22 4.2 Frequency of using ICT tools 26 4.3 Preferred ICT in assisting learning 28 4.4 ICT with its effectiveness in assisting learning 30 4.5 Challenges to use ICT facilities 33 4.6 Results of insufficient ICT tools 37 CHAPTER 5: CONCLUSION 40 5.1 Conclusion 40 5.2 Recommendation 42 REFERENCES 45 APPENDIX 49 Appendix Interview guide 49 Appendix Survey questionnaire Table 50 Appendix Survey questionnaire Table 52 Appendix Survey questionnaire Table 55 Appendix Survey questionnaire Table 58 LIST OF TABLES Table 3.1: Distribution of the sample size 19 Table 3.2: Demographic characteristics 21 Table 4.1: ICT tools may be used at the HVTC and the VNU in Vietnam 22 Table 4.2: ICT Preferred to assist learning .28 i LIST OF FIGURES Figure 4.1: Accessing to ICT in not special education unit 25 Figure 4.2: Frequencies of using ICT Facilities 27 Figure 4.3: ICT with its effectiveness in accessing learning 31 Figure 4.4: Challenges constraining the use of ICTs 34 Figure 4.5: Shortage of ICT facilities 38 ii LIST OF ABBREVIATIONS HVTC: Hanoi vocational training center for the visual impairments ICT: Information and Communication Technology IT: Information Technology PWD: Persons with Disabilities UN: United Nations VBA: Vietnam Blind Association VI: Visual Impairments VNU: Vietnam National University WHO: World Health Organization iii CHAPTER 1: INTRODUCTION The Disabilities Act of Vietnam (No 51/2010/QH12) was acknowledged by the 12th National Assembly at its 7th session on June 17th, 2010 The law would be officially operated on January 1st, 2011 Accordingly, Clause 1, Article of Vietnamese Disability Act stipulates that a person with disability is a person who has a defect on one or more of the body parts or a functional impairment manifested in the form of the disability that makes working, living or studying difficult Pursuant to the Disability Act (2010), there are types of disability that would be stipulated at Article and the visual impairment is the one of those Persons with visual impairments are people who are completely blind, may be congenital; or have an accident; or those are partially blind In other words, some of those with limited vision that cannot be corrected with glasses As a result, the visually impaired must completely lose their ability to see Some persons would not still be able to read normal sized of letters on the books and others without using any assistive tools However, the visual impairments (VI) often face more difficulties than others in many issues as access to information and education Hence, they need to use something supportive for education that could be significant indeed In all countries of the world, the VI are always considered to be members of the vulnerable and violated legitimate rights of protecting, caring and educating In order to facilitate conditions for the VI to overcome difficulties and integrate into community life are activities of economic, political and social significance and profound humanity The data of World Health Organization (WHO) in 2002 showed that there would be an estimation of 161 million persons with visual impairments It further reported 11.6 million visual impairments in Southeast Asia, 9.3 million in the Western Pacific region and 6.8 million in Africa The WHO (2004) also provided that blindness in 1.4 million children under the age of 15 is still a major issue In fact, Lucky, A.T & Achebe, N.E (2012) Information service delivery to the visually impaired: case study of hope for the blind foundation in Wusasa, Zaria (Nigeria) Research Journal of Information Technology 2012, 5(1), 18-23 Manduchi, R., & Kurniawan, S (2012) Assistive technology for blindness and low vision Boca Raton: CRC Press Malburg, S (2012) Looking through their eyes: teaching suggestions for visually impaired students Retrieved 16 July, 2020, from:http://www.brighthub education.com/special-ed-visual-impairments/62427-ideas-for-how-to-teachvisually-impaired-students-seeing-the-big- picture/ Mikre, F (2011) Role of information communication technologies in education: review article with emphasis to the computer and internet African Journals Online (AJOL), 6(2) Retrieved 16 January, 2016, from http://www.ajol.info/ index.php/ajesc/ /62437 Mull, C A., & Sitlington, P L (2003) The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities A Review of the Literature The Journal of Special Education, 37(1), 26-32 Nochajski, S M., Oddo, C., & Beaver, K (1999) Technology and transition: Tools for success Technology and Disability, 11(2), 93-101 Olukotun, J O (2004) The need for expanded core curriculum for visually impaired learner in Nigerian Schools Journal of Association of Libraries for the Visually Impaired, 3(1) Retrieved 22 March, 2021, from http://www.techlearning.com/ news/0002/interactive-whiteboards-for-interactive-teaching-andlearning/64934 Ongeta, W & Nyambura, S (2013) Inclusion and participation: The teaching of biology to visually impaired learners In The 2nd Annually International Interdisciplinary Conference, 25th -29th June, 2013, held at Catholic University of E.A Presley, I., & D'Andrea, F M (2009) Assistive technology for students who are blind or visually impaired: A guide to assessment New York: AFB Press Scherer, M J (2002) The change in emphasis from people to person: Introduction to the special issue on Assistive Technology Disability & Rehabilitation, 24(13), 1-4 doi: 10.1080/09638280110066262 Seymour, W., & Lupton, D (2004) Holding the line online: Exploring wired relationships for people with disabilities Disability & Society, 19(4), 291-305 doi: 10.1080/09687590410001689421 47 Smith, D W., & Kelly, S M (2014) Assistive technology for students with visual impairments: A research agenda Current issues in the education of students with visual impairments, 46, 23-53 Sutcliffe, J (1999) Information technology: Visual impairment: Access to education for children and young people In H M S McCall (Ed.), pp 264-278 London: David Fulton Publishers Trucano, M (2005) Knowledge maps: ICTs in education Washington, DC: World Bank Group UNESCO (2009) People with visual impairment reading the world/the importance of ICT for visually impaired Innovative Programmes and Projects Unesco, Jakarta Retrieved 13 June, 2020, from http://www.unescobkk.org/fileadmin/ user_upload/ ict/Announcement_e-News letter/18Sep09.pdf Retrieved 13.12.2009 UNESCO (2011) Accessible ICTs and personalized learning for students with disabilities: a dialogue among educators, industry, government and civil society Retrieved 11 September, 2020, from: http://www.unesco.org/ / accessibleJct_ personalizedJearning_2012%20 Van, T.T.T (2011) Learn information products for the visually impaired in Vietnam: Basic scientific research topics University of Social Sciences and Humanities, Hanoi National University WHO (2009) Visual impairment and blindness Retrieved 18 September, 2020, from http://www.who.int/mediacentre/ factsheets/fs282/en/11.10.2009 Wyclife, O & Nyambura, S (n.d) Use of ICT to promote access and participation of students with disabilities in higher education: benefits and challenges Retrieved 15 August, 2020, from: http://www.cck.go.ke/ /Use_of_ICT_to_ Promote_Access_and_Participation 48 APPENDIX Appendix Interview guide How can the VI access ICT when it is not the Special Educational institution as VNU? How often the VI use ICT tools in learning? How can ICT enhance the VI’s learning environment? What effectiveness of ICT tools in supporting learning process for the VI? What challenges the VI can face when using ICT devices in learning? 49 Appendix Survey questionnaire Table Which respondent Which units Which sample Purposive do? VNU belong to? Snowball you technique you HVTC Volunteer Teacher are you? VI No 10 11 12 13 14 15 16 17 18 50 19 20 21 22 23 24 25 26 27 28 29 30 51 Appendix Survey questionnaire Table Which What is your What is your study Which category of age at 18-35 program? respondents education level or 36-50? are you MA Study of language English Social work 36-50 18-35 getting? Volunteer VI are you? BA No 52 10 11 12 13 14 15 16 17 18 19 20 21 22 53 23 24 25 54 Appendix Survey questionnaire Table What types of ICT tools could be used in Vietnam? You Sound Forge Software Radio ABBYY Software InVision-AI Software Note Taker Braille Embosser Recorder Computer Internet Special Software can choose more than one? Smartphone No 10 11 10 55 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 56 29 30 57 Appendix Survey questionnaire Table What is Which ICT tools can be preferred assisting learning? You your can choose more than one? Sound forge software Recorder Invision-ai software Note taker Smartphone Internet Abbyy software Computer Special software name? Radio No 10 Tran Van Hoan Nguyen Trung Thai Nguyen Ngoc Anh Khuc Hai Van Pham Son Ha 58 Phạm Ngoc Dung Nguyen Huy Viet Hoang Van Ly Do Anh 10 Do Xuan Quang 11 Do Thi Nam 12 Nguyen Tra My 13 Nguyen An Nhu 14 Duong Bui Khanh Linh 15 Le Tuan Ha 59 16 Nguyen Thao Dan 17 Vu Van Anh 18 Dinh Duc Thiep 19 Dam Tri Thien 20 Tran Hoang Anh 21 Vu Thuy 22 Do Thi Thang 23 Duong Thanh Hien 24 Duong Dieu Anh 25 Hoang Minh Anh 60 26 Nguyen Duc Nghi 27 Nguyen Thuy Trang 28 Nguyen Van Hung 29 Nguyen Thuy Anh 30 Dao Thu Hang 61