{"id":639,"date":"2025-04-16T17:18:35","date_gmt":"2025-04-16T11:48:35","guid":{"rendered":"https:\/\/visionempowertrust.org\/arc\/?page_id=639"},"modified":"2026-01-29T14:24:44","modified_gmt":"2026-01-29T08:54:44","slug":"research-publications","status":"publish","type":"page","link":"https:\/\/visionempowertrust.org\/arc\/research-publications\/","title":{"rendered":"Research Publications"},"content":{"rendered":"\n

List of Research Reports:<\/h4>\n\n\n\n
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  1. Landscape Mapping of the Visual Disability Sector in India: Stakeholder Perspectives and Recommendations for Action.
    Go to section within this page.<\/a><\/li>\n\n\n\n
  2. Empowering Braille-based Mathematics: Early Findings from the MathPad Prototype (A Tactile Grid for Spatial Math Using Nemeth Braille Code).
    Go to section within this page.<\/a><\/li>\n\n\n\n
  3. Situating AccessWork in the Land of Jugaad: A global South retelling of technology-mediated education for children with visual impairment
    Go to section within this page.<\/a><\/li>\n\n\n\n
  4. Connecting the lines: A practitioner’s report on using Touch\u00e9Tech’s Tactile Geometry Construction Kit for the students with Visual Impairment
    Go to section within this page.<\/a><\/li>\n\n\n\n
  5. Getting towards the ARC: Needs Assessment Study
    Go to section within this page.<\/a><\/li>\n\n\n\n
  6. Situating assistive technology for sustained diagram comprehension in learning spaces: Case study of Iris-Antara solution for children with visual impairments
    Go to section within this page.<\/a><\/li>\n\n\n\n
  7. Independence in the age of LLMs: Lived experiences of people with visual impairment leveraging LLM applications
    Go to section within this page.<\/a><\/li>\n\n\n\n
  8. Braille Learning Program Report
    Go to section within this page.<\/a><\/li>\n<\/ol>\n\n\n\n
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    \"Research<\/a><\/figure>\n<\/div>\n\n\n\n
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    Landscape Mapping of the Visual Disability Sector in India: Stakeholder Perspectives and Recommendations for Action<\/h3>\n\n\n\n

    Report prepared by: <\/strong>
    Neha Trivedi, Spandan, Inclusion and Accessibility Consultancy Lakshmi Narasimhan, TSI Consulting, LLP<\/em><\/p>\n\n\n\n

    Executive Summary:<\/strong>
    The report presents the results from a comprehensive landscape mapping research that examined stakeholder perceptions regarding the current state of programs and inclusion for persons with visual impairments in India, identifying critical unmet needs, systemic challenges, and opportunities for meaningful intervention. Through in-depth qualitative research involving 35 expert stakeholders and a narrative synthesis of available literature, the study identified persistent gaps and future prospects across education, financial access, healthcare, and community participation, while highlighting structural barriers that have limited the scaling of successful initiatives.
    Click here to view publication<\/a><\/p>\n<\/div>\n<\/div>\n<\/blockquote>\n\n\n\n

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    Empowering Braille-based Mathematics: Early Findings from the MathPad Prototype
    (A Tactile Grid for Spatial Math Using Nemeth Braille Code)<\/h3>\n\n\n\n

    Authors:<\/strong>
    Rebecca Carvalho, Vision Empower; Rishi Vadhana M C, Vision Empower; Paul Dsouza, Touch\u00e9Tech Lab;
    Supriya Dey, Vision Empower;<\/em><\/p>\n\n\n\n

    Abstract:<\/strong>
    This paper presents the design, development, and early-stage testing of the MathPad \u2013 a tactile grid-based tool to enable representation and solving of spatial math sums in the Nemeth Braille code, for learners with blindness. MathPad enables the learner to represent as they solve spatially aligned mathematical problems using tokens or tiles with Numerals, Signs of Operations, Signs of Comparison etc. in the Nemeth Braille code. The Nemeth Braille Code for Mathematical and Scientific Notations or the Braille Mathematical Code of India (as used in some states) enables blind learners to read, write, save, and submit mathematical work independently \u2013 just as sighted learners do with pen and paper. The learning of mathematics is a concurrent process of familiarisation with the mathematical symbols and quantitative reasoning. The MathPad mimics the Arithmetic exercise book, to further support this process by allowing students to seamlessly transition to Nemeth Braille skills, or support their existing Nemeth Braille skills, while allowing them to read, write, and store their work. The Mathpad may be used alongside traditional Braille writing tools like the slate and stylus or the Brailler.
    The device bridges significant gaps left by conventional tools such as the Taylor Frame, providing a scalable and accessible solution for learning and practicing math through touch-based technologies.<\/p>\n\n\n\n

    Click here to view publication<\/a><\/p>\n\n\n\n

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    Situating AccessWork in the Land of Jugaad: A global South retelling of technology-mediated education for children with visual impairment<\/h3>\n\n\n\n

    Anonymous Author(s)<\/p>\n\n\n\n

    Various approaches have informed the design of technology-mediated education for people with disabilities, including Universal Design for Learning (UDL), Disability Interaction (DIX) principles, and Crip Technoscience, each bringing valuable insights into accessibility and inclusion. Bridging insights from these approaches spanning HCI, Disability Studies and Education Research, Accessibility4Equity framework emphasize the value of collaboration between educators and disabled people; to push for born accessible learning environments through appropriate technology and pedagogy approaches; and capacity building among institutions to imbibe access intimacy so as to quickly address community needs. In this paper, we contribute to this discourse in two key ways: first, by revisiting A4E from a Global South perspective to explore how its tenets materialize in resource-constrained, community-oriented, and linguistically diverse educational contexts; and second, by expanding the framework through the concept of jugaad access, a frugal, context-responsive approach that foregrounds improvisation and adaptability in the face of systemic limitations. To undertake this inquiry, we employ Collective Memory Work, a collaborative, reflexive method that foregrounds situated knowledge and shared interpretation, to analyze three long-term interventions: an audio-labelling tool for tactile graphics, a content delivery platform for braille displays, and a Digital Literacy curriculum for children in special schools. Our analysis identifies three interrelated strands of equity-oriented design: (1) the diverse and situated ways in which co-creation is practiced among diverse actors, , and the ways in which these collaborations can be intentionally structured into interventions in the Global South; (2) intentional efforts to redistribute power and foster collaborative agency across the intervention ecosystem; and (3) the emergence of jugaad as a critical design sensibility that reimagines \u201cborn accessible\u201d ideals through incremental, adaptive practices grounded in local realities. Together, these findings offer conceptual and methodological insights into how equity can be meaningfully operationalized in accessible education across the Global South.<\/p>\n\n\n\n

    Click here to view publication<\/a><\/p>\n\n\n\n

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    Connecting the lines: A practitioner’s report on using Touch\u00e9Tech’s Tactile Geometry Construction Kit for the students with Visual Impairment<\/h3>\n\n\n\n

    Authors:<\/strong>
    Paul Dsouza, paul@touchetech.com, Touch\u00e9Tech Lab; Meera Muthukrishnan, Vision Empower; Rebecca Carvalho, Vision Empower; Kartik Joshi, Centre for Accessibility in the Global South, IIIT Bangalore<\/em>

    Abstrac<\/strong>t:
    Learning geometry concepts has been a persistent challenge for students with visual impairments. The lack of appropriate accessible tools for geometry construction and drawings have resulted in students\u2019 disinterest towards the subject. The common pedagogical resources around Geometry construction and drawings for the students are limiting and rely on negative impressions. In this practitioners\u2019 report, we spotlight the research and development of a Tactile Geometry Kit \u2013 a patented range of accessible tools that are deployed in special schools through Vision Empower\u2019s pan-India network. The report chronicles the evolution of the Touchetech\u2019s tactile geometry kit and its implementation. Through observations and interviews, we report teachers\u2019 perception towards the geometry kit and its potential scope as they integrate it into their lesson plans. The report offers insights about successful adoption of assistive technology innovation in the domain of education. Vision Empower\u2019s rigorous field immersion brings to the fore the value of employing universal design for learning (UDL) principles for deploying grassroots AT innovation.<\/p>\n\n\n\n

    Click here to view publication<\/a><\/p>\n\n\n\n

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    Getting towards the ARC: Needs Assessment Study<\/h3>\n\n\n\n

    Click here to view publication<\/a><\/p>\n\n\n\n

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    Situating assistive technology for sustained diagram comprehension in learning spaces: Case study of Iris-Antara solution for children with visual impairments<\/h3>\n\n\n\n

    Authors:<\/strong>
    Meera Muthukrishnan, Vision Empower; Kartik Joshi, Centre for Accessibility in the Global
    South (CAGS), International Institute of Information Technology Bangalore; Devidatta Ghosh, Vision Empower; Rajagopal Nagarajan, Vembi technologies; Supriya Dey, Vision Empower;<\/em><\/p>\n\n\n\n

    Abstract:<\/strong>
    Children with visual impairment in India face significant challenges while studying STEM subjects. Mainly, teaching and learning concepts that involve visual materials have been a matter of challenge for teachers and students. This paper reports preliminary insights from the design, development, and implementation of a solution that augments the physical tactile picture or model with digital auditory inputs for the children along with a scalable cloud-based content management system. The Iris-Antara assistive technology solution for diagram comprehension makes self-paced, independent, diagram comprehension in their preferred language possible for CVI. Teachers can integrate Iris into their lesson plans by uploading diagram descriptions on the cloud platform. Together, this solution provides a powerful tool for teachers, students, and caregivers to engage in sustained learning in various spaces that can build their confidence to choose STEM subjects in higher classes as well. Our preliminary findings show an enthusiastic and positive response from both teachers and students for more physical tactile materials and curated audio content. This solution also highlights the need and potential for the convergence of members of industry, academia, and grassroots-level organizations in creating impactful innovations for the challenges in the accessibility domain.<\/p>\n\n\n\n

    Click here to view publication<\/a><\/p>\n\n\n\n

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    Independence in the age of LLMs: Lived experiences of people with visual impairment leveraging LLM applications<\/h3>\n\n\n\n

    Authors:<\/strong>
    Kartik Joshi*, Chandana Balabomma*, Venkatesh Deshpande*
    *Centre for Accessibility in the Global South (CAGS), International Institute of Information Technology Bangalore, India<\/p>\n\n\n\n

    Abstract:<\/strong>
    The advent of large language models and the ensuing innovations have brought about fundamental shifts in our everyday practices. For instance, OpenAI\u2019s LLM model, GPT4 has set new benchmarks with its text-generating capabilities. Similarly, with ChatGPT, information access has been contextualized towards specific use cases in everyday settings. Such applications that build on LLMs offer new possibilities to everyone, including people with visual impairment. In this workshop, we discuss two applications and its implications for interdependent living for people with visual impairment.<\/p>\n\n\n\n

    Click here to view publication<\/a><\/p>\n\n\n\n

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    Braille Learning Program – Draft Research Report<\/h3>\n\n\n\n

    Click here to view publication<\/a><\/p>\n\n\n\n

    <\/p>\n","protected":false},"excerpt":{"rendered":"

    List of Research Reports: Empowering Braille-based Mathematics: Early Findings from the MathPad Prototype(A Tactile Grid for Spatial Math Using Nemeth Braille Code) Authors:Rebecca Carvalho, Vision Empower; Rishi Vadhana M C, Vision Empower; Paul Dsouza, Touch\u00e9Tech Lab;Supriya Dey, Vision Empower; Abstract:This paper presents the design, development, and early-stage testing of the MathPad \u2013 a tactile grid-based […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-639","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/visionempowertrust.org\/arc\/wp-json\/wp\/v2\/pages\/639","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/visionempowertrust.org\/arc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/visionempowertrust.org\/arc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/visionempowertrust.org\/arc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/visionempowertrust.org\/arc\/wp-json\/wp\/v2\/comments?post=639"}],"version-history":[{"count":43,"href":"https:\/\/visionempowertrust.org\/arc\/wp-json\/wp\/v2\/pages\/639\/revisions"}],"predecessor-version":[{"id":1665,"href":"https:\/\/visionempowertrust.org\/arc\/wp-json\/wp\/v2\/pages\/639\/revisions\/1665"}],"wp:attachment":[{"href":"https:\/\/visionempowertrust.org\/arc\/wp-json\/wp\/v2\/media?parent=639"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}