Teachers training to deal to diversity. An experience based on ICT and universal design for learning
Article Sidebar
Main Article Content
Abstract
This paper addresses the importance of training teachers to respond to diversity in the classroom. With this objetive, the Universal Design for Learning (UDL) and the use of Information and Communication Technology (ICT) have been described. The progress in the use of ICT can to improve the access to education by all students, but it can also be a barrier if we have not taken into account the different types of disabilities that are present in classrooms. Thus, an experience carried out in teachers training courses is presented. A seminar focusing on dealing with disability and the use of ICT has been developed, describing the approach to universal design learning and learning about accessibility with some office tools. The main results show that participants value the training highly, the skills acquired are benefits in their training and that there is applicability of these competences in the classroom. In conclusion, this paper describes how training for dealing with diversity should focus on the responsible use of ICT, with the universal design for learning as an optimal means to achieve it.
Downloads
Article Details
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material
Under the following terms:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial — You may not use the material for commercial purposes.
References
Asuncion, J. (2008). Computer technologies and postsecondary students with disabilities: Implications of recent research for rehabilitation psychologists. Rehabilitation Psychology, 48(3), 207–214. Recuperado de http://dc160.dawsoncollege.qc.ca/pubs/abComputer_Technologies_and_PostsecondaryFT.pdf
Bingimals, K. A. (2009). Barriers to Successful Integration of ICT en Teaching and Learning Environments. A Review of the Literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235–245. Recuperado de http://www.ejmste.org/v5n3/EURASIA_v5n3_Bingimlas.pdf
Booth, T., y Ainscow, M. (2002). Index for Inclusion. Developing learning and participation in schools. CSIE Mark Vaughan.
Burgstahler, S. (2008). Universal Design of Technological Enviroments: From Principles to Practices. En Universal Design in Higher Education. From principles to practices. Cambirdge, MA.: Harvard Education Press.
Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., y Smith, N. (2013). Literacy by Design: A Universal Design for Learning Approach for Students With Significant Intellectual Disabilities. Remedial and Special Education, 33(3),162–172.
doi:10.1177/0741932510381651 Recuperado de http://rse.sagepub.com/content/early/2010/08/30/0741932510381651.abstract
Díez, E., Alonso, A., Verdugo, M. A., Campo, I., Sancho, I., Sánchez, S.,… Moral, E. (2011). Espacio Europeo de Educación Superior: estándares e indicadores de buenas prácticas para la atención a estudiantes universitarios con discapacidad Salamanca: Instituto de Integración en la Comunidad, Universidad de Salamanca. Recuperado de: http://sid.usal.es/libros/discapacidad/26032/8-1/espacio-europeo-de-educacion-superior-estandares-e-indicadores-de-buenas-practicas-para-la-atencion-de-estudiantes-universitarios-con-discapacidad.aspx
Duk, C., y Murillo, J. (2013). El valor del “Diseño Universal de Aprendizaje” para la educación inclusiva. Revista Latinoamericana de Educación Inclusiva, 7(1), 7–9. Recuperado de http://www.rinace.net/rlei/numeros/vol7-num1/Editorial.pdf
Dyson, A., Howes, A., y Roberts, B. (2002). A systematic review of the effectiveness of school-level actions form promoting participation by all students. London: EPPI-Centre, Social Science Research Unit, Institute of Education.
Engleman, M., y Schmidt, M. (2007). Testing an experimental universally designed learning unit in a graduate level online teacher education course. Journal of Online Learning and Teaching, 3(2), 112–132.
Grabe, M., y Grabe, C. (2004). Integrating technology for meaningful learning. New York: Houghton Miffllin.
Hitchcock, C., y Stahl, S. (2003). Assistive Technology, Universal Design, Universal Design for Learning: Improved learning opportunities. Journal of Special Educational Technology, 19(4), 45–52.
McGuire, J., Scott, S., y Shaw, S. (2006). Universal Design and Its Aplications in Educational Environments. Remedial and Special Education, 27(3), 166–175. Recuperado de http://www.regent.edu/acad/schedu/pdfs/UD_Article_2006.pdf
Meyer, A., y Rose, D. (2009). A Policy Reader in Universal Design for Learning (Gordon, D., Gravel, J. y Schifer, L.). Cambridge, MA: Harvard Education Press.
National Center for Universal Design for Learning. (2012). UDL Guideline - Version 2.0. Recuperado de http://www.udlcenter.org/aboutudl/udlguidelines
Ribeiro, J. y Sánchez, S. (2013). Inclusión Educativa a través de las TIC. Indagatio Didactica, 5(4), 147–160.
Rose, D., y Meyer, A. (2000). Universal Design for Learning. Journal of Special Education Technology, 15, 67–70.
Rose, D., y Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. VA: ASCD.
Rose, D., y Meyer, A. (2006). A Practical Reader in Universal Design for Learning. Harvard Education Press.
Rose, D., Meyer, A., y Hitchcock, C. (2005). The Universally Designed Classroom. Harvard Education Press.
Ruíz, R., Solé, L., Echeita, G., Sala, I., y Datsira, M. (2012). El principio del “Universal Design”. Concepto y desarrollos en la enseñanza superior. Revista de Educación. doi:10-4438/1988-592X-RE-2010-359-100. Recuperado de http://www.revistaeducacion.educacion.es/doi/359_100.pdf
Spooner, F., Baker, J., Harris, A., Ahlgrim-Delzell, L., y Browder, D. (2007). Effects of Training in Universal Design for Learning on Lesson Plan Development. Remedial and Special Education, 28(2), 108–116.