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Lorem Ipsum Dolor Spring 2016
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Successful Graphics Users with VI: Strategies and Implications
for Instruction and Assessment
Presentation at CEC 2014
Kim T. Zebehazy
University of British Columbia, Assistant Professor
Kim.zebehazy@ubc.ca
Graphics are an integral part of education. Textbooks are filled with graphical
representations meant to help students to better understand key concepts. In fact, evidence
suggests that graphics paired with text promote greater cognitive processing and utilization of
learning strategies that, in turn, improves retention (LeWalter, 2003; Sung & Mayer, 2012). The
impact that graphics can provide to solidify understanding in the educational context cannot be
overlooked for any population of students, including students with visual impairments (VI). For
students with VI, successful use of graphics and access to graphics may need particular
attention to ensure they are serving their intended purpose. For sighted learners, graphics are
often used to provide a "big picture" view against which learners can anchor details. But for
students with VI who access graphics non-visually, tactile graphics require learners to piece
together parts to understand the whole (Morash, Connell Pensky, Alfaro, & McKerracher,
2012). Students with low vision who are accessing graphics visually may also perceive graphics
differently from peers. Having a better understanding of how students with VI access graphics
and the strategies that they use can help guide practitioners in how best to teach students to
engage with graphical materials efficiently and effectively.
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