The emergence of Web 2.0 technologies has created opportunities for the visualization of much information on the web. It is, therefore, one of the empowering sources for learning, or so-called e-learning 2.0 (Downes, 2005). Educators are starting to explore the potential of blogs, media-sharing services and other social software - which, although not designed specifically for e-learning, can be used to empower students and create exciting new learning opportunities. During the past few years, Web technology has been rapidly developed in order to increase its functionalities and design; however, this might indirectly increase more barriers to another group of users. To put it differently, those for whom the Web is inaccessible for whatever reason will become increasingly excluded from mainstream life if it is not made accessible to them. The way this information is presented may mean that it is difficult, or impossible, for people with various forms of disability to access it. A visual on a screen is of no use to someone who is blind. Nonetheless, there are many solutions for this problem today and hopefully even more in the near future.

This paper will start with the general idea that links the Web 2.0 to the impact of online communication and interaction on persons with disabilities. Then the necessary information about the computer/Internet use and the visually impaired will be described to serve as background knowledge for educators and practitioners in the mainstreamed settings. Next, we will move on with practical implications of Web 2.0 toward visually impaired learners. In this section, a definition of accessibility will be discussed as well as its impeded features that prevent these groups of people to access web sites. A final section provides a roundup of worrying trends that have arisen from the Web 2.0. After that, some solutions to these problems are proposed.

Impact of online communication and interaction on persons with disabilities:
Bowker and Tuffin (2003) had conducted studies that aim to explore the cultural world which disabled people access when they participate in online conversations. Findings reveal that the visual anonymity associated with online interaction, which lacks of social context information (including status cues and non-verbal behavior) in online communication, encourages more equal levels of participation. People with disabilities have the potential to participate in social interaction beyond the stigma of a disabled identity.

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