Practices of inclusive education: accessibility in digital content and communication implemented by university professors.

Accessibility is a relevant support to guarantee that any student has equal access to school content that is presented in physical or digital form. The objective of this work was to investigate the condition of accessibility in content and communication that is presented through the technological to...

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Main Authors:	Espinosa Barajas, Jeny Haideé, Aguirre Ramírez, Héctor Gabino, Baca Pumarejo, José Rafael, Terán Yáñez, Jesús Eliut
Format:	Online
Language:	spa
Published:	Universidad Autónoma de Tamaulipas 2024
Online Access:	https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/268
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spelling	oai:ojs.pkp.sfu.ca:article-2682024-08-22T19:10:36Z Practices of inclusive education: accessibility in digital content and communication implemented by university professors. Prácticas de la educación inclusiva: accesibilidad en los contenidos digitales y la comunicación que implementa el profesorado universitario Espinosa Barajas, Jeny Haideé Aguirre Ramírez, Héctor Gabino Baca Pumarejo, José Rafael Terán Yáñez, Jesús Eliut discapacidad visual accesibilidad TIC visual disability accessibility ICT Accessibility is a relevant support to guarantee that any student has equal access to school content that is presented in physical or digital form. The objective of this work was to investigate the condition of accessibility in content and communication that is presented through the technological tools that teachers use as a technological solution to support teaching-learning processes in the classroom. The research design integrated a mixed, non-experimental cross-sectional approach with a phenomenological scope. The participants were 51 teachers, and 26 students with visual disabilities with a degree of low vision; belonging to Facultad de Comercio y Administracion Victoria from Universidad Autónoma de Tamaulipas. To collect information from teachers, the digital survey was used and the semi-structured interview was used for students. The results reflected the presence of accessibility elements in the visualization of texts, macrotypes and in simple language; however, auditory systems and subtitles of videos and teaching materials and easy reading require their inclusion. La accesibilidad es un soporte relevante para garantizar que cualquier estudiante tenga acceso en igualdad de condiciones a contenidos escolares que se presenten en forma física o digital. El objetivo del presente trabajo fue investigar la condición de la accesibilidad en los contenidos y la comunicación que se presenta a través de las herramientas tecnológicas que el profesorado usa como solución tecnológica para apoyar los procesos de enseñanza aprendizaje en el aula. El diseño de la investigación integró un enfoque mixto, no experimental transversal y con un alcance fenomenológico. Las y los participantes fueron 51 docentes, y 26 estudiantes en situación de discapacidad visual con grado de baja visión; pertenecientes a la Facultad de Comercio y Administración Victoria de la Universidad Autónoma de Tamaulipas. Para recopilar información del profesorado se utilizó la encuesta digital y para el estudiantado la entrevista semiestructurada. Los resultados reflejaron la presencia de elementos de accesibilidad en la visualización de textos, macrotipos y en el lenguaje sencillo; sin embargo, los sistemas auditivos y los subtítulos de los videos y materiales didácticos y la lectura fácil requieren su inclusión. Universidad Autónoma de Tamaulipas 2024-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/268 10.29059/educiencia.v9i1.268 EDUCIENCIA; Vol.9 Num.1 (2023); 17-27 EDUCIENCIA; Vol. 9 Núm. 1 (2023); 17-27 2683-1791 spa https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/268/185 http://creativecommons.org/licenses/by-nc-sa/4.0
institution	EDUCIENCIA
collection	OJS
language	spa
format	Online
author	Espinosa Barajas, Jeny Haideé Aguirre Ramírez, Héctor Gabino Baca Pumarejo, José Rafael Terán Yáñez, Jesús Eliut
spellingShingle	Espinosa Barajas, Jeny Haideé Aguirre Ramírez, Héctor Gabino Baca Pumarejo, José Rafael Terán Yáñez, Jesús Eliut Practices of inclusive education: accessibility in digital content and communication implemented by university professors.
author_facet	Espinosa Barajas, Jeny Haideé Aguirre Ramírez, Héctor Gabino Baca Pumarejo, José Rafael Terán Yáñez, Jesús Eliut
author_sort	Espinosa Barajas, Jeny Haideé
title	Practices of inclusive education: accessibility in digital content and communication implemented by university professors.
title_short	Practices of inclusive education: accessibility in digital content and communication implemented by university professors.
title_full	Practices of inclusive education: accessibility in digital content and communication implemented by university professors.
title_fullStr	Practices of inclusive education: accessibility in digital content and communication implemented by university professors.
title_full_unstemmed	Practices of inclusive education: accessibility in digital content and communication implemented by university professors.
title_sort	practices of inclusive education: accessibility in digital content and communication implemented by university professors.
description	Accessibility is a relevant support to guarantee that any student has equal access to school content that is presented in physical or digital form. The objective of this work was to investigate the condition of accessibility in content and communication that is presented through the technological tools that teachers use as a technological solution to support teaching-learning processes in the classroom. The research design integrated a mixed, non-experimental cross-sectional approach with a phenomenological scope. The participants were 51 teachers, and 26 students with visual disabilities with a degree of low vision; belonging to Facultad de Comercio y Administracion Victoria from Universidad Autónoma de Tamaulipas. To collect information from teachers, the digital survey was used and the semi-structured interview was used for students. The results reflected the presence of accessibility elements in the visualization of texts, macrotypes and in simple language; however, auditory systems and subtitles of videos and teaching materials and easy reading require their inclusion.
publisher	Universidad Autónoma de Tamaulipas
publishDate	2024
url	https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/268
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Practices of inclusive education: accessibility in digital content and communication implemented by university professors.

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