Real-Time Recoloring Ishihara Plates Using Artificial Neural Networks for Helping Colorblind People

Vision sense is achieved using cells called rods (luminosity) and cones (color). Color perception is required when interacting with educational materials, industrial environments, traffic signals, among others, but colorblind people have difficulties perceiving colors. There are different tests for colorblindness like Ishihara plates test, which have numbers with colors that are confused with colorblindness. Advances in computer sciences produced digital assistants for colorblindness, but there are possibilities to improve them using artificial intelligence because its techniques have exhibited great results when classifying parameters. This chapter proposes the use of artificial neural networks, an artificial intelligence technique, for learning the colors that colorblind people cannot distinguish well by using as input data the Ishihara plates and recoloring the image by increasing its brightness. Results are tested with a real colorblind people who successfully pass the Ishihara test.

Use of Audio-Based Mobile Assistant for Reading Texts as Support for Blind Users

In order to give visually impaired people a greater degree of inclusion in society, it is necessary to consider not only aspects related to independence in their physical mobility but also in their intellectual and labor mobility. Currently if a blind person needs information from a book, it must be previously translated in Braille language; in addition, the person must know this language or in the absence there should be the audio version. Most public and private libraries do not currently have books in Braille versions or in their absence audio books, so getting the information to perform some task is complicated. On the other hand, translating books from their original version into Braille language or its audio version is a titanic and expensive task, so in the chapter, the authors propose a technological solution based on the mobile platforms for the blind to perform this task in the place and time necessary without more resources than a Smartphone.

Braille System Using an UX Evaluation Methodology Focused on the Use of Methods for Blind Users

Recently, technology has been advancing and making some aspects of life simpler. Most people have an intelligent mobile device. These devices have applications that support users to perform various tasks. However, these applications are developed for users who don't have any type of disability. This chapter focuses on making use of some tools that exist within the area of software engineering (SE) and user experience (UX) with the aim of developing an interactive software system (ISS). It is expected that this ISS will support people with visual disabilities to learn Braille. To develop the ISS, the authors use modified usability and UX evaluation methods for blind people. The methodology to be followed is based on the ISO15288: 2015 standard of the SE. The methods used to perform the evaluation tests with blind users are card sorting and thinking aloud. Based on the results, it is observed that the ISS complies with most of the UX factors, such as ease of use, accessibility, and utility, so they expect the ISS to be usable for blind people.

Hedonic Utility Scale (HED/UT) Modified as a User Experience Evaluation Method of Performing Talkback Tutorial for Blind People

Hedonic utility scale is a user experience (UX) evaluation method that, through a questionnaire, collects the hedonic and utilitarian dimensions of a product by rating items belonging to each dimension. In this chapter, it is proposed to adapt this method for its application with blind users using the Google TalkBack tutorial as a case study. Based on Nielsen's heuristics, five blind users rated the tutorial after completing each of its five tasks. To ensure inclusiveness in the adaptation of the method, this could be answered verbally and with the use of cards written in Braille, while, for questions of practicality in the evaluation, the number of items was reduced as well as changed the way of scoring (scale and equations) with respect to the original HED/UT. The scale of grades was ranked from 1 (very little) to 5 (quite), getting TalkBack scores between 4 and 5. The results show that the TalkBack tutorial is generally well accepted and well rated by users in both dimensions (hedonic and utility).

Strategies and Technology Aids for Teaching Science to Blind and Visually Impaired Students

This chapter aims to provide a panorama of suitable teaching resources and strategies for science education of blind and visually impaired students. Although it is not a thorough review, its intention is to provide examples of what is possible to do specifically for experimental sciences (Biology, Chemistry, and Physics). The authors will also present the foundations for designing inclusive learning materials based on the user-centered design and universal design for learning (UDL) frameworks, using as example the development of technology-based tactile three-dimensional prototypes for teaching biology. An example of low-technology adaptations for making accessible instruments for the chemistry lab, using recycled materials will also be described, as well as adaptations for laboratory safety. Finally, there is also a section elaborating on the educational strategy to create inclusive and engaging environments in science laboratories.

Application Mobile Design for Blind People

The team software process is a methodology focused on software development on gears, which at the end of the construction ensures product quality. This quality must be taken into account for people with disabilities like visual impairment. According to World Health Organization, in a study conducted in 2010, the number of people with visual impairment in the world is around 285,389 million people, and in America, it is around 26,612 million. This chapter focuses on using the TSP for the construction of an application for people with visual disabilities, resulting in a quality product that will help in memory and, in addition, the user learns about the city of Aguascalientes, Mexico, allowing the inclusion of these users in society.

Logic Blocks

This chapter presents perceptions resulting from a piece of a continuing education course developed in conjunction with basic education teachers whose goal was to adapt and analyze the use of the logic blocks as a manual assistive technology, aiming inclusive pedagogical practices in the work performed in regular classes intended for visually impaired people's enrollment. It is about a qualitative research, outlined as research formation. The data were obtained through reports and activities developed by teachers participating in a workshop stimulated during a training course. The analyses are supported by the presuppositions of figurational sociology of Norbert Elias. The results make it clear that the teachers consider organizing the assistive technology application as a tool for inclusive pedagogical practices.

Designing for Blind Users

This chapter covers the guidelines developers should follow when creating mobile applications to support visually impaired people in their use of public transports. Technology has evolved in a remarkable fashion, mobile applications being the perfect example of a resource that has been solving problems for a vast array of users, including visually impaired people. These apps hold tremendous potential seeing as they present an accessible, multi-functioned, and cost-effective solution to the mobility issues impacting visually impaired people. In order to identify the best practices in the development of these apps, one should focus on the particularities, limitations, and concerns of visually impaired people regarding their mobility, orientation, and navigation on public transports. It's equally important to understand the existing technology and how these users interact with it, so that we can optimize the user experience, the accessibility, and usability in future endeavors.

Factors Determining Learning Object Quality for People With Visual Impairment

Determining the learning object quality presents a special complication because we must consider the characteristics of a software application and an instructional element; the above is complicated by the inclusion of the disability issue because there are factors that must be considered in a special way. The chapter has the objective of presenting which are the main factors that must be considered when developing learning objects for people with visual impairment. The instruments for determining learning object quality usually only consider the area expert perspective, without considering the user opinion. For the above, it is proposed to integrate aspects of service theory in the quality determination in order to generate learning objects that also provide greater satisfaction of use to the student. The chapter also presents example questions that can be used to assess the proposed quality factors.