A survey of graph-based assistive technologies for visually impaired students in Thailand

Abstract

Graphs and other visual representations are essential tools in mathematics and science education. However, visually impaired (VI) students in Thailand often face significant barriers to accessing these materials. This study, conducted in four schools for the blind in Thailand, examined the availability and usability of graph tools. Using a combination of surveys and in-depth interviews with 60 participants (40 VI students and 20 teachers), we identified various challenges related to perceptibility (unclear axes and grid lines, need to reset/replot), affordability (limited budgets, dependence on teacher-produced materials), and quality (durability, portability, and safety). Although several types of graphing tools and tactile materials—such as wooden boards and embossed papers—are currently in use, many are not designed for independent use by VI students. Participants emphasised the need for lightweight, locally available, and user-friendly tools for use in classroom settings. Based on these findings, we propose a user-centred approach to designing more accessible, practical graph tools to support students’ engagement in mathematics better. The results offer insights for developers, teachers, and policymakers aiming to improve assistive technologies in the unique context of Thailand’s low-resource educational environments.