July 09-11, 2014; Pre-Conference July 07-08, 2014
Université Paris 8 Vincennes-Saint-Denis; 2, Rue de la Liberté, 93200 Saint-Denis; France
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Although access to information for blind and partially sighted users has increased significantly over the last decades, access to and working with mathematical, physical, and chemical formulae as well as graphics, diagrams and figurative presentations still leads to fundamental barriers. Of course this is due to the varying and complex needs of blind (from birth or later) or partially sighted students confronted with pure or primarily visual concepts of dealing with information. Both tools and didactical methodologies lack in providing adequate solutions in practice.
This is the core reason why young visually impaired students often try to avoid math and science, and also teachers are often reluctant in developing and forming their pupils' capacities and qualifications. Math and science often tend to be 'excused'.
Therefore the percentage of visually impaired youngsters in study programs like mathematics, science, engineering and economics is far lower in comparison to their sighted peers. The few ones deciding in favor of these subjects often get frustrated and disappointed because of a lack of support. They change their fields, or even stop studying.
Over the last years new and helpful concepts and tools have been made available which merit attention, trial and discussion. The ICCHP Summer University aims at bringing together those stakeholders who are willing and prepared to meet this challenge:
Based on an open presentation of practical problems and concerns, both by students, experts and teachers, the workshop will present the most advanced concepts and tools and reflect them in relation to practice. The workshop wants to introduce how to make best use of available tools and methods and also outline what still has to be addressed by research, development and didactics. A final meeting of this two-days ICCHP Summer University will be dedicated to recommendations concerning the secondary school and the higher education system to improve the support and the inclusion of visually impaired students. Areas of action, concepts and plans to improve the situation should be identified and lead to follow up activities.