The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.

1. E-learning and disability: accessibility as a contribute to inclusion EC-TEL 2010 Doctoral Consortium Barcelona, 29 september 2010 Università Roma Tre - Facoltà di Scienze della Formazione Dottorato di Ricerca in Pedagogia e Servizio Sociale - Sez. Pedagogia XXIV Ciclo Eleonora Guglielman

6. What level of accessibility? ACCESS TO PLATFORM Actions: Login Navigate Read advices Support: Platform interface ACCESS TO CONTENTS Actions: Read text Convert contents in another format Download contents Support: Documents PDF-DOC Presentations Multimedia ACCESS TO ACTIVITIES Actions: Interact Collaborate Share knowledge Collectively build new meanings Support: Forum Chat Wiki Social tools LOW HIGH

9. Problem domain and Status Artis Research domain: Special Education, with a multidisciplinary perspective touching e-learning theories/models, education technology, universal design, etc. Many studies deal with technical accessibility (standards, parameters, rules…); only in the last few years some authors begin to concern with pedagogical accessibility. They propose holistic models…. But they don’t say how to design and implement inclusive online activities!

10. The preliminary results PRE-DESIGN DESIGN TECHNOLOGICAL DESIGN THEORETICAL FRAME USERS ORGANIZATIONAL CONTEXT PEDAGOGICAL MODEL ACTIVITIES AND CONTENTS CONCEPTUAL DESIGN VIRTUAL LEARNING ENVIRONMENT Project Constraincts Course objectives Curriculum Typologies of users Needs analysis Users’ requirements Didactic Methods and strategies Assessment tools Planning of learning courses Contents organization Choise of tools and instruments standard Pedagogical support Interface design Accessibility and usability standards Choise of tools and instruments HW and SW supports A framework for designing accessible e-learning courses