Related Papers
Association for Teacher Education in Europe
Towards an inclusive learning experience: proposing a checklist to assess digital textbooks
2022 •
Damiano Meo
We describe a checklist to be shared with teachers and editors for assessing features that contribute to the usability and accessibility of digital textbooks. These are organised in five main dimensions. These dimensions are: 1) Customisation, as the ability to adjust how content can be presented to agree with individual needs; 2) Multimodality, to allow for the use of different media to represent the same content; 3) Format, to describe how presentation supports the semantic of the content; 4) Accessibility, listing elements of assistive technology to make content available to all; 5) Training, to describe how the interactive elements of the textbook are helpful in order to promote self-assessment. This checklist offers teachers an easy-to-use tool for evaluating textbooks when deciding on their adoption while stimulating the discussion on usability and accessibility, essential for an inclusive learning experience in this community. The five dimensions are based on existing literature and are tailored to the specitic needs of the targeted teaching community. Therefore, in this paper, we start by describing the state of the art, then discuss data gathered previously with an initial pilot, and end by fully describing the proposed checklist and its dimensions.
Making textbook content inclusive: A focus on religion, gender, and culture
Dakmara Georgescu
A guide to deal with inclusiveness and sensitive issues in textbooks for primary and secondary education.
Content Analysis of Language Textbooks (English, Urdu, Sindhi) for Inclusivity
Ashar Johnson Khokhar
Education plays an important role in preparing children to embrace diversity in the society with particular reference to accepting people with physical disabilities as equal contributors to the growth and development of the society and a textbook is an effective tool to achieve this objective (Kivirauma & Laitinen, 2014).The main purpose of this research was to study the representation of people with disabilities in the textbooks (text and illustrations) published by provincial and selected private publishers. In this research, content analysis method was used to analyze the content of the selected textbooks used at primary school level. Analysis of 58 textbooks (English, Urdu, Sindhi) indicates that people with disabilities are overlooked in these textbooks. Their representation in these textbooks is not only minimal but they are portrayed as being dependent and unconstructive members of the society. Suggestions regarding mainstreaming disability in school textbooks and education are provided at the end of this article which, may increase awareness amongst Pakistani educators and textbook writers regarding the inclusive potential of these books.
International Journal of Social Sciences and Humanities Review
Expectations of Public and National Libraries Towards Inclusive Education at the Primary and Post-Primary Education Level
2019 •
Oluchi Bridget Ibeh
This paper examines the expectations of Public and National Libraries towards inclusive education at the Primary and Post-Primary Education Level. The need for integrating libraries into the scheme of inclusive education in Nigeria is becoming more critical in order to align with demand of contemporary society and global philosophy of giving every member of the society a sense of belonging. To actualize the fundamental objective of inclusive education, expectations are high for the various sectors and stakeholders in the educational domain. This paper focused on x-raying the expectations of Public and National Libraries as a social institution towards realization of inclusive education at the Primary and Post-Primary Education Level in Nigeria. The paper highlights on the concept of inclusive education, the rationale for inclusive education in national development, the expectations of public and national libraries in inclusive education at the primary and post-primary level. Recomme...
INTRODUCING THE INCLUSIVE LEARNING HANDBOOK: AN OER FOR TEACHERS AND POLICY MAKERS
Yurgos Politis
Approximately 15% of the world’s population live with some form of disability. Facing a wide range of barriers, including access to information, education, healthcare and a lack of job opportunities, persons living with disabilities struggle every day to be integrated into society. In recent decades, the use of ICT for educational purposes has increased, and the spread of network technologies has caused e-learning practices to evolve significantly. Virtual Learning Environments (VLE), other technologies such as e-portfolio and mobile learning are all used extensively now as a means of ‘delivering’ parts of the curriculum and supporting student learning. E-learning has become an essential tool for the teaching of large numbers of diverse students. The authors of this paper are members of an EC-funded Leonardo Da Vinci project called “Inclusive Learning”. They lead a work package whose main aim is to integrate Accessibility Guidelines developed by partners’ previous projects and from other sources, in order to develop an on-line OER. These guidelines will help teachers adopt pedagogical methodologies that address learning needs of people with disabilities. The OER aims to help teachers provide as many learning options and accessible variations of the content they can to their students. By providing a range of teaching materials, for example, using video, audio, text, subtitles or sign language, more learners are encouraged and motivated to remain engaged with the learning process.
Insights the UKSG journal
Crowdsourcing e-book accessibility information and the impact on staff development
2017 •
Alistair McNaught
Accessible Digital Textbook for Learners with Disabilities: Opportunities and Challenges
2019 •
mary wambaria
Learned Publishing
Evaluating e-book platforms: Lessons from the e-book accessibility audit
Alistair McNaught
Analysis of teachers’ and students’ attitudes toward Iranian senior high school textbook series
E-learning papers
Inclusive education: helping teachers to choose ICT resources and to use them effectively
2007 •
Michela Ott
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems. In this perspective, to view the Universal Access to Education as a concrete and reachable goal, teachers need to be aware of the ICT potential and they must be able to acquire the suitable knowledge and operational skills to choose and use appropriately this type of resources. Findings of the Teachers' View about new Technologies and Inclusion Questionnaire proposed by ITD-CNR to approximately 300 Italian teachers show that the majority of them (75%) acknowledge that ICT tools and resources may have a great potential to foster and actualize inclusive practices in schools. Notwithstanding this, almost all of them declare that they still need specific information and guidance on how to choose and use the appropriate ICT products to these ends. Two pilot research projects addressing these needs are presented in this paper. One is designed to provide teachers with full and effective information about the accessibility features of educational software. The other is oriented towards the dissemination of know-how and good practices to support the construction, sharing and reuse of "inclusive" pedagogical plans. Such projects have given birth to two specific online services respectively providing information on the accessibility features of educational multimedia products and bringing to light best practices in school inclusion.
