Inclusión de estudiantes con discapacidades visuales en un entorno digital colaborativocaso de estudio

Zusammenfassung

In the digital age, the use of technology to support the development of literacy skills converge on the concept of universal design; being also universal design, the foundation of diversity in most investigations available to date, as concluded by Biancarrosa and Griffits (2012). The benefits of universal design applied to the inclusion of students with visual limitations in regular education classrooms are presented in an open formulation. The objective of this work was to study the effectiveness of the use of a collaborative digital platform as a tool for the inclusion of students with visual disabilities in the classroom. The voice of the main actors: teachers, students with visual limitations and students without visual limitations, are documented. The technological innovation component of the research was incorporated using the Action Design Research-ADR methodology allowing to answer the research questions related to the specific objectives of this doctoral thesis by combining the Research-Action approach with the principles of Research - Development. This research contributes to social change both from the point of view of technological innovation, and from the perspective of an intervention in the classroom using a technological innovation. This work concludes that integrating collaborative platforms coherent with current technology in the inclusive classroom represents a step towards acceptance of differences, understanding of needs, tolerance and ultimately equality as a basis fundamental of inclusion. The search for tools to incorporate students without disabilities, the school system, and teachers of mainstream education in the creation of an educational environment and an inclusive society is the new paradigm that is more consistent with the findings documented in this doctoral thesis.