{"id":2113,"date":"2022-07-19T23:02:44","date_gmt":"2022-07-19T21:02:44","guid":{"rendered":"https:\/\/www.robobraille.org\/zdroje\/akademicke-dokumenty-2\/"},"modified":"2022-07-19T23:03:16","modified_gmt":"2022-07-19T21:03:16","slug":"akademicke-dokumenty","status":"publish","type":"page","link":"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/","title":{"rendered":"Akademick\u00e9 Dokumenty"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"2113\" class=\"elementor elementor-2113 elementor-2011\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-0ffc1a3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"0ffc1a3\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-4362b03\" data-id=\"4362b03\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-67cb447 elementor-widget elementor-widget-eael-feature-list\" data-id=\"67cb447\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"eael-feature-list.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"-icon-position-left -tablet-icon-position-left -mobile-icon-position-left\">\n\t\t\t<ul id=\"eael-feature-list-67cb447\" class=\"eael-feature-list-items circle stacked  eael-feature-list-vertical\" data-layout-tablet=\"vertical\" data-layout-mobile=\"vertical\">\n\t\t\t                <li class=\"eael-feature-list-item elementor-repeater-item-b317d0a\">\n                    \n\t\t\t\t\t\t<div class=\"eael-feature-list-icon-box\">\n\t\t\t\t\t\t\t<div class=\"eael-feature-list-icon-inner\">\n\n\t\t\t\t\t\t\t\t<span class=\"eael-feature-list-icon fl-icon-0\">\n\n\t\t<img decoding=\"async\" src=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\" class=\"eael-feature-list-img\" alt=\"\">\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"eael-feature-list-content-box\">\n                            <h2 class=\"eael-feature-list-title\"><a href=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2021\/01\/A-self-service-approach-to-promote-self-sufficiency-independence-and-inclusion-amongst-disabled-students-Published.pdf\" target=\"_blank\">L.B. Christensen &amp; T. Stevns: A Self-Service Approach to Promote Self-Sufficiency, Independence Among Disabled Students (2017)<\/a><\/h2>\t\t\t\t\t\t<p class=\"eael-feature-list-content\"><b>Abstract<\/b>. This paper presents how SensusAccess has been adapted and is being\r\nused in higher education to create inclusive educational environments. Reflecting\r\non challenges of providing alternate versions of educational material to students\r\nwith disabilities, it also discusses how the service can benefit mainstream learners.<\/p>\n\t\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<\/li>\n\t\t\t\t                <li class=\"eael-feature-list-item elementor-repeater-item-26e0934\">\n                    \n\t\t\t\t\t\t<div class=\"eael-feature-list-icon-box\">\n\t\t\t\t\t\t\t<div class=\"eael-feature-list-icon-inner\">\n\n\t\t\t\t\t\t\t\t<span class=\"eael-feature-list-icon fl-icon-1\">\n\n\t\t<img decoding=\"async\" src=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\" class=\"eael-feature-list-img\" alt=\"\">\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"eael-feature-list-content-box\">\n                            <h2 class=\"eael-feature-list-title\"><a href=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2021\/01\/Universal-Access-to-Alternate-Media-2015-Published.pdf\" target=\"_blank\">L. B. Christensen &amp; T. Stevns: Universal Access to Alternate Media (2015)<\/a><\/h2>\t\t\t\t\t\t<p class=\"eael-feature-list-content\"><b>Abstract<\/b>. This paper discusses the need for automated alternate media solutions\r\nin a world of increasing mainstream inclusion. While society as a whole is shifting from educational, vocational and social segregation of people with disabilities towards inclusion and equal rights, the need to support the blind, partially\r\nsighted, dyslexic and other print impaired with textual material in alternate formats remains. Production of alternate media is non-trivial and subject to significant skills and technical proficiency. However, the shift towards mainstream inclusion also means distribution, dilution and erosion of competencies, practices\r\nand experience involved in producing alternate media. RoboBraille, an alternate\r\nmedia conversion service, has attempted to distil the competencies and experience of producing alternate media into a set of automated workflows. While\r\nemerging digital media and technical platforms should make it easier to obtain\r\nalternate versions of mainstream publications, a number of counterproductive\r\nmeasures work in the opposite direction.<\/p>\n\t\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<\/li>\n\t\t\t\t                <li class=\"eael-feature-list-item elementor-repeater-item-c5c2957\">\n                    \n\t\t\t\t\t\t<div class=\"eael-feature-list-icon-box\">\n\t\t\t\t\t\t\t<div class=\"eael-feature-list-icon-inner\">\n\n\t\t\t\t\t\t\t\t<span class=\"eael-feature-list-icon fl-icon-2\">\n\n\t\t<img decoding=\"async\" src=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\" class=\"eael-feature-list-img\" alt=\"\">\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"eael-feature-list-content-box\">\n                            <h2 class=\"eael-feature-list-title\"><a href=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/goldrickstevnschristensen_flexible_learning.pdf\" target=\"_blank\">M. Goldrick, L. B. Christensen &amp; T. Stevns: The Use of Assistive Technologies as Learning Technologies to Facilitate Flexible Learning in Higher Education (2014)<\/a><\/h2>\t\t\t\t\t\t<p class=\"eael-feature-list-content\"><b>Abstract<\/b>. This paper presents the argument that some assistive technologies\r\nhave in recent times become more widely used in education to support all students. Building on research gathered as part of a European funded project, the\r\nauthors present findings that indicate that students are becoming more aware\r\nand sensitive to their own learning preferences and their own styles. More importantly however, the paper suggests that through the evolution of technology,\r\nstudents can now choose how to study, where to study and when to study. Underpinning this change, the paper explores how some assistive technologies\r\nhave evolved into learning technologies by taking into consideration three factors: European social policy, universal design theory and learning preference\r\ntheories.<\/p>\n\t\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<\/li>\n\t\t\t\t                <li class=\"eael-feature-list-item elementor-repeater-item-fd408df\">\n                    \n\t\t\t\t\t\t<div class=\"eael-feature-list-icon-box\">\n\t\t\t\t\t\t\t<div class=\"eael-feature-list-icon-inner\">\n\n\t\t\t\t\t\t\t\t<span class=\"eael-feature-list-icon fl-icon-3\">\n\n\t\t<img decoding=\"async\" src=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\" class=\"eael-feature-list-img\" alt=\"\">\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"eael-feature-list-content-box\">\n                            <h2 class=\"eael-feature-list-title\"><a href=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2021\/01\/Document-Transformation-Infrastructure.pdf\" target=\"_blank\">L. B. Christensen &amp; A. Chourasia: Document Transformation Infrastructure (2014)<\/a><\/h2>\t\t\t\t\t\t<p class=\"eael-feature-list-content\"><b>Abstract<\/b>. Many people face barriers to accessing textual information due to\r\nvisual, reading or language limitations. They need alternative formats to text\r\nsuch as Braille or audio. However, producing accessible formats is often expensive, time consuming, and requires special expertise and training. RoboBraille\r\noffers a cost-effective and timely manner to accessible material production. It\r\nprovides fully automated conversion of text into a number of alternative formats, including mp3 files, Daisy full text\/full audio, e-books or Braille books.\r\nAs part of Prosperity4all project, RoboBraille will be adapted to fit into the\r\noverall technical architecture of the Global Public Inclusive Infrastructure\r\n(GPII), and interfaces for new conversion capabilities such as semantic structure recognition, text-to-sign language and language-to-language translation\r\nwill be added. <\/p>\n\t\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<\/li>\n\t\t\t\t                <li class=\"eael-feature-list-item elementor-repeater-item-7b18d01\">\n                    \n\t\t\t\t\t\t<div class=\"eael-feature-list-icon-box\">\n\t\t\t\t\t\t\t<div class=\"eael-feature-list-icon-inner\">\n\n\t\t\t\t\t\t\t\t<span class=\"eael-feature-list-icon fl-icon-4\">\n\n\t\t<img decoding=\"async\" src=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\" class=\"eael-feature-list-img\" alt=\"\">\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"eael-feature-list-content-box\">\n                            <h2 class=\"eael-feature-list-title\"><a href=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2021\/01\/A-Model-for-Implementing-Robobraille-in-a-Higher-Education-Institution-2012.pdf\" target=\"_blank\">L. B. Christensen, S. J. Keegan &amp; T. Stevns: A Model for Implementing Robobraille in a Higher Education Institution (2012)<\/a><\/h2>\t\t\t\t\t\t<p class=\"eael-feature-list-content\"><b>Abstract<\/b>. The provision of alternate formats for students with print-based\r\ndisabilities can be challenging. Producing educational material in alternate\r\nformats is often time consuming, expensive and requires special knowledge and\r\ntraining of staff. Therefore, in most settings, students are dependent on others,\r\nsuch as disability service personnel or external producers, to obtain their\r\nacademic materials in their preferred accessible format. Even with these\r\nresources available, students may still encounter delays in receiving their\r\nalternate formats in a timely manner. For example, a student receiving an\r\ninaccessible version of a hand-out or other academic content from a professor\r\non a Friday afternoon may be required to wait until the next business week to\r\nreceive an accessible version of the document as most institutions or external\r\nproviders do not run their alternate format production centres seven days per\r\nweek, year-round. The RoboBraille service offers fully automated conversion of\r\ntext into a number of alternate formats allowing the individual student to be\r\nindependent. This paper describes how the RoboBraille Service was turned\r\ninto a self-service solution for students at Stanford University, called the\r\nStanford Converter into Braille and E-Text \u2013 or SCRIBE. The overall purpose\r\nof SCRIBE is to encourage students to become self-sufficient by simplifying\r\nthe production of accessible formats.<\/p>\n\t\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<\/li>\n\t\t\t\t                <li class=\"eael-feature-list-item elementor-repeater-item-7aca12f\">\n                    \n\t\t\t\t\t\t<div class=\"eael-feature-list-icon-box\">\n\t\t\t\t\t\t\t<div class=\"eael-feature-list-icon-inner\">\n\n\t\t\t\t\t\t\t\t<span class=\"eael-feature-list-icon fl-icon-5\">\n\n\t\t<img decoding=\"async\" src=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\" class=\"eael-feature-list-img\" alt=\"\">\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"eael-feature-list-content-box\">\n                            <h2 class=\"eael-feature-list-title\"><a href=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2021\/01\/Biblus-%E2%80%93-A-Digital-Library-to-Support-Integration-of-Visually-Impaired-in-Mainstream-Education-2012.pdf\" target=\"_blank\">L. B. Christensen &amp; T. Stevns: Biblus \u2013 A Digital Library to Support Integration of Visually Impaired in Mainstream Education (2012)<\/a><\/h2>\t\t\t\t\t\t<p class=\"eael-feature-list-content\"><b>Abstract<\/b>. This paper presents the background, status, challenges and planned\r\nfuture directions of the Danish Biblus project which aims creating a digital\r\nlibrary solution to be used to support the integration of visually impaired pupils\r\nand students in the mainstream educational system. As a supplement to the\r\nRoboBraille alternative media conversion system as well as a stand-alone\r\nrepository for copyrighted educational material in alternate formats, Biblus was\r\ncreated to allow students, teachers, visual impairment professionals and\r\nrelatives to access digital versions of educational material. Subject to proper\r\naccess rights, material can either be delivered directly to the user in the formats\r\nstored in the library or indirectly via RoboBraille as mp3 files, Daisy full\r\ntext\/full audio, e-books or Braille books. Future versions of Biblus will be\r\navailable in multiple languages and include digital rights management as well\r\nas support for decentralised contribution of material. <\/p>\n\t\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t<\/ul>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>L.B. Christensen &amp; T. Stevns: A Self-Service Approach to Promote Self-Sufficiency, Independence Among Disabled Students (2017) Abstract. This paper presents how SensusAccess has been adapted and is being used in higher education to create inclusive educational environments. Reflecting on challenges of providing alternate versions of educational material to students with disabilities, it also discusses how [&hellip;]<\/p>\n","protected":false},"author":13,"featured_media":0,"parent":1069,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-2113","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.0 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\r\n<title>Akademick\u00e9 Dokumenty - RoboBraille<\/title>\r\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\r\n<link rel=\"canonical\" href=\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/\" \/>\r\n<meta property=\"og:locale\" content=\"sk_SK\" \/>\r\n<meta property=\"og:type\" content=\"article\" \/>\r\n<meta property=\"og:title\" content=\"Akademick\u00e9 Dokumenty - RoboBraille\" \/>\r\n<meta property=\"og:description\" content=\"L.B. Christensen &amp; T. Stevns: A Self-Service Approach to Promote Self-Sufficiency, Independence Among Disabled Students (2017) Abstract. This paper presents how SensusAccess has been adapted and is being used in higher education to create inclusive educational environments. Reflecting on challenges of providing alternate versions of educational material to students with disabilities, it also discusses how [&hellip;]\" \/>\r\n<meta property=\"og:url\" content=\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/\" \/>\r\n<meta property=\"og:site_name\" content=\"RoboBraille\" \/>\r\n<meta property=\"article:modified_time\" content=\"2022-07-19T21:03:16+00:00\" \/>\r\n<meta property=\"og:image\" content=\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\" \/>\r\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\r\n<meta name=\"twitter:label1\" content=\"Predpokladan\u00fd \u010das \u010d\u00edtania\" \/>\n\t<meta name=\"twitter:data1\" content=\"4 min\u00faty\" \/>\r\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/\",\"url\":\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/\",\"name\":\"Akademick\u00e9 Dokumenty - RoboBraille\",\"isPartOf\":{\"@id\":\"https:\/\/www.robobraille.org\/sk\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/#primaryimage\"},\"image\":{\"@id\":\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\",\"datePublished\":\"2022-07-19T21:02:44+00:00\",\"dateModified\":\"2022-07-19T21:03:16+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/#breadcrumb\"},\"inLanguage\":\"sk-SK\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"sk-SK\",\"@id\":\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/#primaryimage\",\"url\":\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\",\"contentUrl\":\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2022\/07\/screenshot-2022-07-05-at-09.17.34.png\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/www.robobraille.org\/sk\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Zdroje\",\"item\":\"https:\/\/www.robobraille.org\/sk\/zdroje\/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Akademick\u00e9 Dokumenty\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/www.robobraille.org\/sk\/#website\",\"url\":\"https:\/\/www.robobraille.org\/sk\/\",\"name\":\"RoboBraille\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\/\/www.robobraille.org\/sk\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/www.robobraille.org\/sk\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"sk-SK\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/www.robobraille.org\/sk\/#organization\",\"name\":\"RoboBraille\",\"url\":\"https:\/\/www.robobraille.org\/sk\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"sk-SK\",\"@id\":\"https:\/\/www.robobraille.org\/sk\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2020\/11\/RoboBraille.jpg\",\"contentUrl\":\"https:\/\/www.robobraille.org\/wp-content\/uploads\/2020\/11\/RoboBraille.jpg\",\"width\":340,\"height\":98,\"caption\":\"RoboBraille\"},\"image\":{\"@id\":\"https:\/\/www.robobraille.org\/sk\/#\/schema\/logo\/image\/\"}}]}<\/script>\r\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Akademick\u00e9 Dokumenty - RoboBraille","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/www.robobraille.org\/sk\/zdroje\/akademicke-dokumenty\/","og_locale":"sk_SK","og_type":"article","og_title":"Akademick\u00e9 Dokumenty - RoboBraille","og_description":"L.B. 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