Abstract
The changes taking place in recent decades in the humanitarian sphere of the life of Russian society are manifested in the increased attention to problems of social integration of people with disabilities. The social state policy concerning such people is increasingly focused on creating equal opportunities so as to participate in the life of society and get involved in socially useful activities. One of the most important aspects of equal opportunities for the visually impaired is ensuring the access to information and opportunity to participate in public information exchange. The process of society informatization makes the solution of these problems even more urgent. In this regard, the wide distribution of digital electronic resources is of particular importance, taking into account the requirements for the visually impaired and computer technology. In the given research there substantiated possibilities of using digital educational resources, computer typhlotechnologies when interacting with the information public. Such results can be implemented in the organization of both academic and corporate education. The developed approaches can be used by various groups of developers to create their own digital educational environment
Highlights
Information systems in education began to be used in the middle of the 20th century and have evolved from simple educational applications and information sites to complex software systems
Despite the demand for information systems in education, several publications indicate a lack of flexibility in their work since information educational environment (IEE) forces their users to work according to predefined processes with fixed data formats which reduce the degree of individualization and variability of approaches to training organization [33]
The solution to the problem of ensuring the required flexibility of the new generation of IEE is the use of digital educational environment, systems, and tools that coniJET ‒ Vol 16, No 16, 2021
Summary
Information systems in education began to be used in the middle of the 20th century and have evolved from simple educational applications and information sites to complex software systems. Despite the demand for information systems in education, several publications indicate a lack of flexibility in their work since information educational environment (IEE) forces their users to work according to predefined processes with fixed data formats which reduce the degree of individualization and variability of approaches to training organization [33]. This entails a decrease in the number of users of these systems and the reluctance of participants in the educational process to switch to them. It includes tools for managing knowledge, education in general as well as tools for collecting and analyzing data; it analyzes the needs of the student, proposing scenarios for his further development
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