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for persons with disabilities. Communication is considered to be equally effective when it is: comparable in quality to those received by students without disabilities comparable in timeliness of delivery and availability provided in a manner and medium appropriate to the significance of the message and the abilities of the person receiving the material
successfully negotiate the complexities of contemporary life. The skill demands for work have increased dramatically, as has the need for organizations and workers to change in response to competitive workplace pressures. Thoughtful participation in the democratic process has also become increasingly complicated as the locus of attention has shifted from local to national and global concerns. Above all, information and knowledge are growing at a far more rapid rate than ever before in the history of humankind. As Nobel laureate Herbert Simon (2001) wisely stated, the meaning of knowing has shifted from being able to remember and repeat information to being able to find and use it. More than ever, the sheer magnitude of human knowledge renders its coverage by education an impossibility; rather, the goal of education is better conceived as helping pupils develop the intellectual tools and learning strategies needed to acquire the knowledge that allows people to think productively about history, science and technology, social phenomena, mathematics, and the arts. Fundamental understanding about subjects, including how to frame and ask meaningful questions about various subject areas, contributes to individuals more basic understanding of principles of learning that can assist them in becoming self-sustaining, lifelong learners. In the light of these significant findings on teaching and learning, various groups, both governmental and non-governmental, aimed to promote changes in the national curriculum and to motivate, encourage and effectively utilize teachers to develop, design, and exchange teaching-learning materials. These groups prepare multimedia teaching-learning packages and relevant curricula based on the learners needs and interests. The package consists of materials on literacy and numeracy, civic and social responsibility science, environment, health and nutrition, hygiene and sanitation and other related studies. In relation to this, audiovisual education emerged as a discipline in the 1920s. This happened when a visual instruction movement arose, which encouraged the use of visual materials to make abstract ideas more concrete to pupils. As sound technology improved, the movement became known as audiovisual instruction. Educators at that time viewed audiovisuals only as aids to teachers. Not until World War II, when the armed services used audiovisual materials to train large numbers of persons in short periods of time, did the potential of these devices as primary sources of instruction become apparent. In the 1950s and 60s, developments in communications theory and systems concepts led to studies of the educational process, its elements, and their interrelationships. Among these elements are the teacher, the teaching methods, the information conveyed, the materials used, the student, and the students responses. As a result of these studies, the field of audiovisuals shifted its emphasis from devices and materials to the examination of the teaching-learning process. The field is now known as audiovisual communications and educational technology, and audiovisual materials were viewed as an integral part of the educational system. Hence, if the instructional materials are well organized, well constructed and presented properly, a successful teachinglearning can be achieved.