Verso l’«e-learning» inclusivo. Primi contributi per la costruzione di linee guida per l’accessibilità metodologico-didattica

• Main Author: Eleonora Guglielman
• Format: Article
• Language: English
• Published: LED Edizioni Universitarie 2011-12-01
• Series: Journal of Educational, Cultural and Psychological Studies
• Subjects: accessibility; didactic design; disability; e-learning; inclusion; accessibilità; disabilità; inclusione; progettazione didattica
• Online Access: https://www.ledonline.it/index.php/ECPS-Journal/article/view/496
• ISSN: 2037-7932; 2037-7924

Toward Inclusive E-learning. First Contributions to the Building of Guidelines for Methodological-Didactic Accessibility This note presents a research work in progress, carried out in the Doctoral School of Pedagogy and Social Science of «Roma Tre» University: it describes its approach, method and initial results. The research, which started in 2009 and will end in 2011, deals with e-learning methodological-didactic accessibility. It is based on the assumption that e-learning represents a strategic resource, allowing students with disabilities to overcome the obstacles related to traditional classroom activities and effectively addressing their special needs. This highlights the need to plan and deliver courses that are accessible both at a technological and methodological-didactic level in order to guarantee an inclusive learning experience to all students regardless of possible disabilities. The international debate on accessibility has long focused on technical standards and parameter of platforms; in recent years a new concept of accessibility has developed, focusing on pedagogical, relational and participative aspects for integration and inclusion. The present work aims to integrate existing technological standards for accessibility with new dynamic and flexible guidelines, to ensure the methodological-didactic accessibility, developing a first conceptual framework geared to building a prototype to be implemented for the different types of disabilities. The work in progress was presented in the 4th SIRD Seminar in Linguaglossa (CT), on 23-25 September 2010; this research note takes account of the suggestions and observations made by scholars and colleagues in the debate that followed the presentation.