Towards Improving the Accessibility of the Mathematical Sciences for Visually Impaired People

Abstract

Digital accessibility, inclusion and diversity are increasingly becoming a priority in Higher Education (HE), however mathematical accessibility for visually impaired people remains an area in need of improvement. Gaps in accessibility for visually impaired students can deter them from pursuing Mathematical Sciences at HE level, put them at a disadvantage in traditional assessments and mask a student’s mathematical ability. Administration, culture and curricula are among the highest-rated obstacles for visually impaired students studying maths implying that alternative pedagogical approaches and technology are needed to address barriers and educators need to understand the challenges faced by visually impaired students to provide appropriate support. The project undertaken at the University of Glasgow started with a consultation with a variety of institutions, professionals, academics and students. This was followed up with a series of discussion groups and culminated with a hybrid workshop. In this paper we will give an overview of the workshop, our findings and discuss the provision of a consistent support system across programmes which can be adapted around individual needs.