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ERIC Number: EJ872554
Record Type: Journal
Publication Date: 2010-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1471-3802
Testing a Web Information Portal for People with Learning Disabilities
Williams, Peter; Hanson-Baldauf, Dana
Journal of Research in Special Educational Needs, v10 n1 p42-51 Mar 2010
This paper contributes to an incremental base of research exploring usability issues related to information and communication experiences and needs of individuals with learning difficulties. A web portal designed specifically with the intended users in mind (i.e. individuals with learning difficulties) has been developed and piloted through a Rix Centre (UEL (University of East London)) initiative in collaboration with a number of schools and adult service organisations. Seven individuals aged 14-16 years and identified with mild learning difficulties participated in the study. Assessment of findings includes evidence of participant self-directed interest and initiated use of web technologies, recognition and competent utilisation of basic navigation tools, and simple task completion within the web portal itself. Areas of noted interest warranting further exploration include participant behaviour in regard to limited length, depth, and frequency of individual web site browsing; participant difficulty with advanced navigation skills and eye-hand coordination connected to directed cursor movement and mouse manipulation; and web content readability levels. Additionally, further consideration exploring a user's degree of real information acquisition is necessary better to ensure meaningful and relevant web experiences for individuals with learning difficulties. (Contains 6 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A