Audio-described educational materials: Ugandan teachers' experiences

Resource type
Journal Article
Authors/contributors
Title
Audio-described educational materials: Ugandan teachers' experiences
Abstract
This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)
Publication
British Journal of Visual Impairment
Volume
31
Issue
2
Pages
164-171
Date
May 2013
Language
English
ISSN
0264-6196, 0264-6196
Loc. in Archive
1361834784; EJ1002387
Extra
Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029
Citation
Wormnaes, S., & Sellaeg, N. (2013). Audio-described educational materials: Ugandan teachers’ experiences. British Journal of Visual Impairment, 31(2), 164–171. https://doi.org/10.1177/0264619613485029