Inclusive Educational Resources

• Ismar Frango Silveira ^[1] ; Regina Motz ^[2] ; Carlos Vaz De Carvalho ^[3]
  1. [1] Universidade Presbiteriana Mackenzie

     Universidade Presbiteriana Mackenzie

     Brasil

     
  2. [2] Universidad de la República

     Universidad de la República

     Uruguay

     
  3. [3] Instituto Politecnico do Porto Instituto Superior de Engenharia do Porto, Porto, Portugal

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• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 14, Nº. 1, 2019, págs. 1-2
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The right to education should be ensured for everyone without discrimination. In particular, it is a human right recognized by the United Nations Convention on the Rights of Persons with Disabilities (something particularly relevant as currently it is estimated that 15% of the world population suffers from some form of disability). The development of all forms of educational technologies should take this in consideration and promote inclusiveness instead of reinforcing the digital gap. For instance, current proposals for open educational resources (OER) should contribute to this positive path even if the availability of OER per se does not ensure their accessibility to people with disabilities. Neither does it guarantee access by socially marginalized people or those living in regions with little or no connectivity.