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There were 31 respondents to the visually impaired learner's questionnaire, of whom 19 were considered valid.
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But what about visually impaired learners who opt to study alongside sighted students?
Both Lewin-Jones and Herter agree that the choice of practical and accessible computer tools and software, such as text-to-speech programs, is transforming language teaching for visually impaired learners, but the basis for successful teaching remains the same: listen to your student.
Since visually impaired learners cannot access the blackboard content, we asked educators if they have changed the lecture style when teaching visually impaired learners.
On the other hand, visually impaired learners do not feel included in computing education programs.
It is well known that blackboard content is not accessible to visually impaired learners.
All respondents have had experience of teaching computer science subjects to visually impaired learners.
In computing education programs, the frequent required use of charts, graphs, and diagrams creates additional obstacles to visually impaired learners.
This work presented the results of surveys conducted with visually impaired learners and educators in computing education programs.
From these 47 educators, 6 did not change anything in their lectures when teaching visually impaired learners.
In this context, this work presents the practices of educators and the perceptions of visually impaired learners regarding such inclusion.
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