Technologies and Educational Efforts for Accessibility – Observatory

Technologies and Educational Efforts for Accessibility – Observatory

Accessibility is a very important issue for a fair and equal educational offer. In previous articles we talked about it enormous challenges that people with different abilities have and use educational or job opportunities. Digital resources are of great help in bridging the gap between people with special needs and the educational experience.

“I read too”, an application founded by Gemma Fàbregas and Marie Anne Aimée, was developed based on methods adapted to the needs of children with different cognitive abilities. Gemma and Marie Anne will join us on ours next webinar titled “Educational Technology for True Inclusion”which is broadcast Tuesday, April 26 at 12:00 p.m. (Mexico Central).

This technology’s educational efforts are focused on facilitating learning for infants with neurodivergences such as autism and Down syndrome. Why is it important to strive to make reading instruction accessible to all children? Reading provides students with fundamental skills such as language management, spelling rules, syntax, expression of ideas, imagination, memory, comprehension and critical thinking. Reading not only teaches us to communicate, but also to think. It is the pathway through which many of our most basic cognitive pathways open. Under consideration of experiences As specific to people with neurodivergence as they relate to the act of thinking, understanding and expression, it should be clear that the way they approach reading is also different and presents an opportunity to change their teaching design.

Technology is one way to achieve this goal, but the tools must be based on a deep understanding of how learning works for students with neurodivergences and how to guide them in their didactic process. “Be part of the motivation and interests of the boy or girl. It is an active, varied, playful and success-oriented method”, explain Fàbregas and Aimée the theoretical basis of the application. The mission in this regard is not simple, the pedagogical intention that this technology seeks to contend with systems and forms of learning that are ingrained and alien to the way of processing and learning within neurodivergences.

The guests confirmed in a preliminary talk with the Observatory, the importance of positive reinforcement as a counterbalance to coping with the frustration that children of different intellectual abilities constantly face. As well as the management of errors as an integral and neutral part of the pedagogical experience. This approach, along with the timely use of technology, has a major benefit in ensuring effective learning.

The project founded by Fàbregas and Aimée, which they will comment on in this next installment of our webinars, is supported by the Universitat Oberta de Catalunya (UOC). The entrepreneurs were also advised by the Fundación Talita, which has over 25 years of experience in educating boys and girls with neuroatypical development. Our speakers’ experience as professionals in their fields and as mothers of children with diverse intellectual abilities provide a valuable perspective on the use of technology for the educational accessibility of neurodivergent childhoods.

Gemma Fábregas is a designer and specialist in the development of inclusive educational technology and accessibility. She is co-founder and CEO of VarietyApps. In addition, it has been certified in areas such as “Usability and User Experience”, “Accessible Technology” and “Accessible Digital Materials”.

Marie Anne Aimée is the technical director and co-founder of the Forma 21 Association and the VarietyApps. She is a trainer in the global method of reading. His credentials include a bachelor’s degree in social work, a graduate degree in mental disorders, and a master’s degree in neurolinguistic programming. He also holds certifications in “Infant Stimulation Using The Dorman Method” and in “Educational Aids: Play as a Learning Tool”.

If you want to learn more about the methods to make education accessible to children with neurodivergences, don’t miss our next webinarthis Tuesday, April 26 at 12:00 p.m. (Central Mexico). The webinar will be held in Spanish, but for more information on accessible education in English, click on the links at the top of the article.

Enlightenment: at previous articles We’ve talked about the difference between inclusion and accessibility, and the different uses of both terms that provide space to further the purpose of education for everyone, from social minorities to those with any type of disability. In Spain, the term royal inclusion It is used to denote the educational methods and resources that ensure the quality of the educational experience of people with special needs. If you speak English and want to know more about the progress made in Spain in this area, you can consult this academic articlethat documentary repository the University of Valladolid or the platform Real inclusion now.