Introduction In recent years, many people with disabilities and other ’special needs’ have continued their studies and even started a university career. This positive fact calls for greater attention to be paid to the issue of accessibility in education at all levels of study. Indeed, without the possibility of access to knowledge, it is impossible to develop one’s autonomy. Objectives With this in mind, in 2019 the European Union issued the ”European Accessibility Act”, a law that emphasizes the importance of creating and converting products and services in an accessible format. The law also includes certain categories directly or indirectly related to the universe of learning. Methodology New technologies offer many possibilities to check the level of accessibility of certain study materials. In fact, there are some computer programs called ’disability simulators’ that make it possible to simulate many conditions of disability when using websites. Thanks to these programs, for example, it is possible to put oneself in the shoes of a partially blind person who only sees part of the screen. We can thus experience first-hand the difficulties associated with this specific condition. In addition, there are many other types of simulations of the user experience. Still in the field of visual impairments, we can experience the criticalities of dyslexia and color blindness. In the former case, it is possible to understand the ’crowding effect’ typically felt by dyslexic people. In practice, words appear one on top of the other, making reading very difficult. In the second, a condition of confusion between different colors can be observed. Another interesting function of these ’disability simulators’ is related to physical disabilities such as Parkinson’s: in this case, the mouse pointer simulates a tremor. Results This type of experience can therefore underline the critical point of accessibility in the use of a digital document. For example, if there is not enough space between words, reading is more difficult than usual. In this way, we can design study materials with warnings that anticipate possible reading needs. Discussion I therefore want to propose an important integration of this disability and special needs simulation technology in every level of the curriculum. In particular, this application can be applied for two purposes: 1 to increase empathy and understanding of the learning needs of peers in younger learners. This approach promotes inclusion and cooperation. 2 to enhance teachers’ skills in making teaching accessible and creating accessible study materials. In this way, we will have a better trained and qualified educational staff. Conclusion This perspective can improve the quality of life of young people and adults with disabilities or special needs, creating a better and more inclusive society.
"Disability simulators": a new possibility for accessible education
edoardo ghezzani
2024-01-01
Abstract
Introduction In recent years, many people with disabilities and other ’special needs’ have continued their studies and even started a university career. This positive fact calls for greater attention to be paid to the issue of accessibility in education at all levels of study. Indeed, without the possibility of access to knowledge, it is impossible to develop one’s autonomy. Objectives With this in mind, in 2019 the European Union issued the ”European Accessibility Act”, a law that emphasizes the importance of creating and converting products and services in an accessible format. The law also includes certain categories directly or indirectly related to the universe of learning. Methodology New technologies offer many possibilities to check the level of accessibility of certain study materials. In fact, there are some computer programs called ’disability simulators’ that make it possible to simulate many conditions of disability when using websites. Thanks to these programs, for example, it is possible to put oneself in the shoes of a partially blind person who only sees part of the screen. We can thus experience first-hand the difficulties associated with this specific condition. In addition, there are many other types of simulations of the user experience. Still in the field of visual impairments, we can experience the criticalities of dyslexia and color blindness. In the former case, it is possible to understand the ’crowding effect’ typically felt by dyslexic people. In practice, words appear one on top of the other, making reading very difficult. In the second, a condition of confusion between different colors can be observed. Another interesting function of these ’disability simulators’ is related to physical disabilities such as Parkinson’s: in this case, the mouse pointer simulates a tremor. Results This type of experience can therefore underline the critical point of accessibility in the use of a digital document. For example, if there is not enough space between words, reading is more difficult than usual. In this way, we can design study materials with warnings that anticipate possible reading needs. Discussion I therefore want to propose an important integration of this disability and special needs simulation technology in every level of the curriculum. In particular, this application can be applied for two purposes: 1 to increase empathy and understanding of the learning needs of peers in younger learners. This approach promotes inclusion and cooperation. 2 to enhance teachers’ skills in making teaching accessible and creating accessible study materials. In this way, we will have a better trained and qualified educational staff. Conclusion This perspective can improve the quality of life of young people and adults with disabilities or special needs, creating a better and more inclusive society.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
