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Lutfin, & Arsyad (2019) studied the implementation of audio books as teaching media for blind students to learn English. The results of the study indicated that the implementation of audio books helped students in the learning process. Since audio books are convenient to use anywhere and anytime, student motivation in learning was increased.
The National Library Service for the Blind and Print Disabled [1] ( NLS) is a free library program of braille and audio materials such as books and magazines circulated to eligible borrowers in the United States and American citizens living abroad by postage-free mail and online download. The program is sponsored by the Library of Congress.
Learning Ally, previously named Recording for the Blind & Dyslexic (RFB&D), is a non-profit volunteer organization operating nationwide in the United States.It produces and maintains a library of educational accessible audiobooks for people who cannot effectively read standard print because of visual impairment, dyslexia, or other disabilities.
The Books for the Blind Program is an initiative of the United States National Library Service for the Blind and Physically Handicapped (NLS) which provides audio recordings of books free of charge to people who are blind or visually impaired. [1] [2] The program has included audio recordings of books since 1934 and digital book efforts began ...
focused on ASR in relation to students who are blind or have low vision, here we expand the discussion to include students with specific learning disabilities. Part I of this paper describes the evolution of the concept of “specific learning disability” under the Individuals with Disabilities Education Act (IDEA) of 2004. Part II discusses
E-audio-books are course materials, which facilitate blind students to study without other people’s help. The aim of this study is to provide blind students in the Open Education System of Anadolu University. E-audio-books make blind students learn on their own in effective, productive and equal learning environments.
A second challenge involves the differences between print and braille and the different perspectives required of a typically sighted TVI and the children with visual impairment. The sighted TVI has learned braille as a 'code' (and thinks about transliterating it to their much stronger knowledge of print) whereas children are learning braille as ...
This study conducted to develop an audio-book project for the 362 blind students in Open Education Faculty of Anadolu University. The process to convert available traditional books to audio-books, commonly known as e-audio-books, will be explained in this paper. Also, the production and publication processes of e-audio-books will be discussed.
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