Mobile accessibility features and inclusive educational learning: A qualitative study of students with visual impairment

Mobile technologies have quickly become a part of the education settings and thus modified the teaching-learning activities, though the issue of accessibility has been a major challenge to students with visual impairment. Although mobile devices are flexible, portable and full of learning opportunities, their efficiency is heavily dependent on accessibility features availability and usability. This paper discusses the impact of high accessibility features of mobile access on the learning process of students with visual impairment. The study will tackle the lived experiences, challenges, and perceptions of students regarding the use of accessibility tools including screen readers, voice assistance, adjusting the fonts size, and contrast settings adopting a qualitative research design. The data were collected by using the semi-structured interviews and observations and reflective comments of students with visual impairment who were purposely chosen in Sivaganga District. The results suggest that the mobile accessibility features represent a strong enhancement of the independence, confidence, and engagement in the learning process, which is highly effective under the condition of a proper implementation and support. Nevertheless, the obstacles in the form of the lack of awareness, uneven application design, and insufficient training still exist. The paper highlights that user-centered design, systematic training and institutional support are essential to the process of realizing the educational potential of mobile technologies. The results can be applied in inclusive education to inform educators, developers and policymakers to enhance access and equity to learning on the web.