Accessibility Recommendations for Open Educational Resources for People with Learning Disabilities | SpringerLink
Skip to main content
Springer Nature Link
Log in

Accessibility Recommendations for Open Educational Resources for People with Learning Disabilities

  • Conference paper
  • First Online:
Trends and Innovations in Information Systems and Technologies (WorldCIST 2020)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 1161))

Included in the following conference series:

Abstract

In order to contribute to the increasing inclusion of people who have been for a long time out of society, it is possible to construct accessible didactic material for specific audiences, such as for people with learning disabilities, or other barriers to the full achievement of their learning processes, for instance, elderly, deaf, and visually impaired people. This paper aims to contribute to the area of accessibility by presenting a set of recommendations for authors of Open Educational Resources that are not necessarily specialists in ICT, in order to help the process of providing more accessibility for people with learning disabilities.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
¥17,985 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
JPY 3498
Price includes VAT (Japan)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
JPY 22879
Price includes VAT (Japan)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
JPY 28599
Price includes VAT (Japan)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Vygotsky, L.S., Luria, A.R., Leontiev, A.: Linguagem, desenvolvimento e aprendizagem [Language, Development and Learning]. Ícone, São Paulo (1991)

    Google Scholar 

  2. National Joint Committee on Learning Disabilities: Operationalizing the NJCLD definition of learning disabilities for ongoing assessment in schools. Learn. Disabil. Q. 21, 186–193 (1998)

    Article  Google Scholar 

  3. Lagae, L.: Learning disabilities: definitions, epidemiology, diagnosis, and intervention strategies. Pediatr. Clin. North Am. 55(6), 1259–1268 (2008)

    Article  Google Scholar 

  4. National Center for Education Statistics (NCES). https://nces.ed.gov/programs/coe/indicator_cgg.asp. Accessed 21 Nov 2019

  5. Rose, D.: Universal design for learning. J. Spec. Educ. Technol. 15(3), 45–49 (2000)

    Article  Google Scholar 

  6. Baldiris, N., Margarita, S., et al.: A technological infrastructure to create, publish and recommend accessible open educational resources. Revista Observatório 4(3), 239–282 (2018)

    Article  Google Scholar 

  7. National Collaborating Centre for Mental Health UK: Challenging behaviour and learning disabilities: prevention and interventions for people with learning disabilities whose behaviour challenges (2015)

    Google Scholar 

  8. American Psychiatric Association: Diagnostic and statistical manual of mental disorders. BMC Med. 17, 133–137 (2013)

    Google Scholar 

  9. García, T., Rodríguez, C., et al.: Executive functioning in children and adolescents with attention deficit hyperactivity disorder and reading disabilities. Int. J. Psychol. Psychol. Ther. 13(2), 179–194 (2013)

    Google Scholar 

  10. Moreau, D., Waldie, K.E.: Developmental learning disorders: from generic interventions to individualized remediation. Front. Psychol. 6, 2053 (2016)

    Article  Google Scholar 

  11. Davis, S., Laroche, S.: Mitogen-activated protein kinase/extracellular regulated kinase signalling and memory stabilization: a review. Genes, Brain Behav. 5, 61–72 (2006)

    Article  Google Scholar 

  12. Samuels, I.S., Saitta, S.C., Landreth, G.E.: MAP’ing CNS development and cognition: an ERK some process. Neuron 61(2), 160–167 (2009)

    Article  Google Scholar 

  13. González-Valenzuela, M.J., Soriano-Ferrer, M., Delgado-Ríos, M.: “How are reading disabilities operationalized in Spain”. A study of practicing school psychologists. J. Child. Dev. Disord. 2, 3 (2016)

    Google Scholar 

  14. Mace, R.L.: Universal design in housing. Assist. Technol. 10(1), 21–28 (1998)

    Article  Google Scholar 

  15. Alnahdi, G.: Assistive technology in special education and the universal design for learning. Turk. Online J. Educ. Technol.-TOJET 13(2), 18–23 (2014)

    MathSciNet  Google Scholar 

  16. W3C: Web content accessibility guidelines 1.0 (1999). https://www.w3.org/TR/WAI-WEBCONTENT/. Accessed 11 Oct 2019

  17. Rocha, J.A.P., Duarte, A.B.S.: Diretrizes de acessibilidade web: um estudo comparativo entre as WCAG 2.0 e o e-MAG 3.0. Inclusão Soc. 5(2), 75–78 (2012)

    Google Scholar 

  18. W3C: Web content accessibility guidelines 2.0 (2008). https://www.w3.org/TR/WCAG20/. Accessed 11 Oct 2019

  19. W3C: Web content accessibility guidelines 2.1 (2018). https://www.w3.org/TR/WCAG21//. Accessed 11 Oct 2019

  20. Hall, T.E., et al.: Addressing learning disabilities with UDL and technology: Strategic reader. Learn. Disabil. Q. 38(2), 72–83 (2015)

    Article  MathSciNet  Google Scholar 

  21. Kuzmanovic, J., Labrovic, A.J., Nikodijevic, A.: Designing e-learning environment based on student preferences: conjoint analysis approach. Int. J. Cognit. Res. Sci. Eng. Educ. (IJCRSEE) 7(3), 37–47 (2019)

    Google Scholar 

  22. Hollingshead, A.: Designing engaging online environments: universal design for learning principles. In: Cultivating Diverse Online Classrooms Through Effective Instructional Design, pp. 280–298. IGI Global (2018)

    Google Scholar 

  23. Martin, N., et al.: Implementing inclusive teaching and learning in UK higher education–Utilising Universal Design for Learning (UDL) as a route to excellence (2019)

    Google Scholar 

  24. Courtad, C.A.: Making your classroom smart: universal design for learning and technology. In: Smart Education and e-Learning, pp. 501–510. Springer, Singapore (2019)

    Google Scholar 

  25. McKeown, C., McKeown, J.: Accessibility in online courses: understanding the deaf learner. TechTrends 63, 506–513 (2019)

    Article  Google Scholar 

  26. Menke, K., Beckmann, J., Weber, P.: Universal design for learning in augmented and virtual reality trainings. In: Universal Access Through Inclusive Instructional Design: International Perspectives on UDL, p. 294 (2019)

    Google Scholar 

  27. Armstrong, A.M., Franetovic, M.: UX and instructional design guidelines for m-learning. In: Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE) (2019)

    Google Scholar 

  28. Hockings, C., Brett, P., Terentjevs, M.: Making a difference—inclusive learning and teaching in higher education through open educational resources. Distance Educ. 33(2), 237–252 (2012)

    Article  Google Scholar 

  29. Teixeira, A., et al.: Inclusive open educational practices: how the use and reuse of OER can support virtual higher education for all. Eur. J. Open Distance E-Learn. 16(2) (2013). https://www.eurodl.org/?p=special&sp=articles&inum=5&abstract=632&article=632

  30. Navarrete, R., Luján-Mora, S.: Improving OER websites for learners with disabilities. In: Proceedings of the 13th Web for All Conference. ACM (2016)

    Google Scholar 

  31. Silveira, I.F.: OER and MOOC: the need for openness. Issues Inf. Sci. Inf. Technol. 13, 209–223 (2016)

    Google Scholar 

  32. King-Sears, M.: Universal design for learning: technology and pedagogy. Learn. Disabil. Q. 32(4), 199–201 (2009)

    Article  Google Scholar 

  33. Raskind, M.H.: Assistive technology for adults with learning disabilities: a rationale for use. In: Gerger, P.J., Reiff, H.B. (eds.) Learning Disabilities: Persisting Problems and Evolving Issues, pp. 152–162. Andover Medical Publishers, Boston (1994)

    Google Scholar 

Download references

Acknowledgment

This work was supported by the ERANET-LAC project which has received funding from the European Union’s Seventh Framework Programme. Project Smart Ecosystem for Learning and Inclusion – ERANet17/ICT-0076SELI. The work was also supported by the Coordenação de Aperfeiçoamento de Pessoal de nível superior - Brazil (CAPES) - Programa de Excelência - Proex 1133/2019 and Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) 2018/04085-4.

Author information

Authors and Affiliations

  1. Computing and Informatics Department, Mackenzie Presbyterian University, São Paulo, Brazil

    Valéria Farinazzo Martins, Maria Amelia Eliseo & Ismar Frango Silveira

  2. Developmental Disorders, Mackenzie Presbyterian University, São Paulo, Brazil

    Valéria Farinazzo Martins & Cibelle Amato

  3. Faculty of Social Science, Pedagogical University of Cracow, Cracow, Poland

    Łukasz Tomczyk

  4. School of Computing, University of Eastern Finland, Joensuu, Finland

    Solomon Sunday Oyelere

Authors
  1. Valéria Farinazzo Martins
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Cibelle Amato
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Łukasz Tomczyk
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Solomon Sunday Oyelere
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Maria Amelia Eliseo
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Ismar Frango Silveira
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Valéria Farinazzo Martins .

Editor information

Editors and Affiliations

  1. Departamento de Engenharia Informática, Universidade de Coimbra, Coimbra, Portugal

    Álvaro Rocha

  2. College of Engineering, The Ohio State University, Columbus, OH, USA

    Hojjat Adeli

  3. FEUP, Universidade do Porto, Porto, Portugal

    Luís Paulo Reis

  4. DIMES, Università della Calabria, Arcavacata, Italy

    Sandra Costanzo

  5. Faculty of Electrical Engineering, University of Montenegro, Podgorica, Montenegro

    Irena Orovic

  6. Universidade Portucalense, Porto, Portugal

    Fernando Moreira

Rights and permissions

Reprints and permissions

Copyright information

© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Martins, V.F., Amato, C., Tomczyk, Ł., Oyelere, S.S., Eliseo, M.A., Silveira, I.F. (2020). Accessibility Recommendations for Open Educational Resources for People with Learning Disabilities. In: Rocha, Á., Adeli, H., Reis, L., Costanzo, S., Orovic, I., Moreira, F. (eds) Trends and Innovations in Information Systems and Technologies. WorldCIST 2020. Advances in Intelligent Systems and Computing, vol 1161. Springer, Cham. https://doi.org/10.1007/978-3-030-45697-9_38

Download citation

Publish with us

Policies and ethics

Search

Navigation