Publication: Caminando hacia la inclusión. La accesibilidad en aplicaciones informáticas
Authors
Prendes Espinosa, Mª Paz ; Amorós Poveda, Lucía
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Publisher
Centro de Comunicacion y Pedagogía
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DOI
https://doi.org/10.5281/zenodo.15206406
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info:eu-repo/semantics/article
Description
© 2002 Centro de Comunicación y Pedagogía. This document is the Published Manuscript version of a Published Work that appeared in final form in Comunicación y pedagogía. Nuevas tecnologías y recursos didácticos. To access the final edited and published work see https://doi.org/10.5281/zenodo.15206406
Abstract
El movimiento de la escuela inclusiva, de origen anglosajón, se extiende en España ante los planteamientos que la educación especial y la atención a la diversidad confieren al alumnado con necesidades educativas especiales (n.e.e. de aquí en adelante). En esta línea, nos aproximamos al concepto y al pensamiento de la inclusión para pasar, en un segundo momento, a plantearnos cuáles son las posibilidades que las tecnologías de la información y la comunicación ofrecen en el aula inclusiva. En este sentido, las aplicaciones informáticas y los nuevos entornos gráficos permiten al educador generar materiales propios sin necesidad de grandes conocimientos en informática. Finalmente, con la intención de conocer un poco más las particularidades del diseño de medios digitales, trabajamos el concepto de accesibilidad y sobre su base, se exponen algunas pautas a tener en cuenta a la hora de generar software para la enseñanza. -----------------
The inclusive school movement, of Anglo-Saxon origin, is spreading in Spain in view of the approaches that special education and attention to diversity give to students with special educational needs (hereinafter referred to as SEN). In this line, we approach the concept and thought of inclusion to go on, in a second moment, to consider the possibilities that information and communication technologies offer in the inclusive classroom. In this sense, computer applications and new graphic environments allow educators to generate their own materials without the need for extensive knowledge of computers. Finally, with the intention of getting to know a little more about the particularities of digital media design, we work on the concept of accessibility and, based on this, we set out some guidelines to take into account when generating software for teaching.
The inclusive school movement, of Anglo-Saxon origin, is spreading in Spain in view of the approaches that special education and attention to diversity give to students with special educational needs (hereinafter referred to as SEN). In this line, we approach the concept and thought of inclusion to go on, in a second moment, to consider the possibilities that information and communication technologies offer in the inclusive classroom. In this sense, computer applications and new graphic environments allow educators to generate their own materials without the need for extensive knowledge of computers. Finally, with the intention of getting to know a little more about the particularities of digital media design, we work on the concept of accessibility and, based on this, we set out some guidelines to take into account when generating software for teaching.
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Citation
Comunicación y pedagogía. Nuevas tecnologías y recursos didácticos, 2002, N. 182, pp. 22-30
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