Towards a methodology to inclusive curriculum design: An experience presented within an accessible virtual learning environment

Abstract

Higher Education Institutions (HEIs) are constantly adopting Information and Communication Technologies (ICT) to improve and enhance the learning process. In this sense, constant evolution of assistive technologies helps users with disabilities to have a complete set of choices to access digital content while working with Virtual Learning Environments (VLE), but an intense training for stakeholders involved in curriculum design should be prepared to achieve an integral inclusive solution. This article proposes an innovative practice to implement, validate and promote a working methodology to produce an inclusive curriculum design, where teachers and staff administrators have a relevant role while designing, preparing and imparting accessible and inclusive courses. Teachers need to be instructed on how to generate accessible documents and how to provide truly accessible curriculum developments. This work presents an initiative promoted by ESVI-AL project, looking to improve accessibility in virtual higher education through the definition of systematic and replicable methodological processes for the design and implementation of accessible virtual curriculum developments. A first training experience for teachers in Latin-America is presented.