AI as an education tool can improve access for blind students

JOHANNESBURG – Students with disabilities experience educational barriers that many other students do not.

Continuous research shows that artificial intelligence (AI) can improve accessibility and ensure that students with disabilities have access to learning opportunities.

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The Centre for Human Rights, Faculty of Law, University of Pretoria, is hosting its Annual Disability Rights in Africa Conference on 13 and 14 November.

The theme of the conference is "Disability Rights, Information and Communication Technologies (ICT) in Africa".

The discussion highlighted the transformative impact of AI on education for visually impaired students, contrasting historical exclusion with modern inclusivity.

Dr Shepherd Gumbo from Ezekiel Guti University, Zimbabwe and Dr Nyunyutai Mudzingwa from the Reformed Church University, Zimbabwe presented their paper: A strategy to include persons with visual impairments in the use of artificial intelligence in Zimbabwe’s higher education institutions.

"In the past, past research has it that people with visual impairment would not even be expected to go to school. We were not supposed to go to school. We were not supposed to be employed. We were just born to be cared for till the grave. Now that AI has come in, it will improve the situation," said Mudzingwa.

She highlighted the transformative impact of AI on education for visually impaired students, contrasting historical exclusion with modern inclusivity.

"Over 2.2 billion people worldwide, including many with visual impairments, benefit from AI-enhanced learning and social interaction tools like Lookout and various applications to improve independence and autonomy."

Mudzingwa pointed out that in Zimbabwe, despite AI's potential, current policies and infrastructure are inadequate, lacking AI-trained staff and appropriate software.

"Recommendations include a national policy for AI in education, early introduction of AI in schools, blended learning, and programming by visually impaired individuals to ensure effective integration and inclusivity."

Gumbo recommends that the use of AI in universities should be a national policy issue and universities should incorporate AI policies into their charters to enhance learning and teaching for visually impaired students.

"So what we've discovered is that in Zimbabwe, from our qualitative study, is that there are no policies currently on the use of AI on people with visual impairment. And that is a challenge, and we also noted that the infrastructure is inaccessible," said Gumbo.

He suggested that AI should be introduced early in education to familiarise students with its use recommending blended learning and training for staff on AI tools for visually impaired students.

"The challenge is that in Zimbabwe, we do not have such infrastructure in terms of even the software and the lecturers, the academic member of staff, and even the other members of staff. They are AI impaired because they cannot use AI to assist the learners for the students, and the policies are also silent on how students with impairment can be enrolled."

Gumbo further pointed out that programming packages for AI should be developed by visually impaired individuals to ensure they meet their needs effectively.

"Should we use AI in learning, we are sure that those people with visual impairment can navigate things on their own, can do things on their own, and once they do things on their own, the issue of dependence on people without visual impairment is also reduced, and they can also participate in civil rights movements."