Abstract:

The studies for the implementation of the inclusive virtual learning environment adjusted to the understanding of assistive technology: which should be linked as the user's resource and not as a professional's resource, this understanding is important, as it identifies that the entire arsenal of services that contribute to provide or expand functional skills of people with disabilities and consequently promote independent living and inclusion.The purpose of this article is to publicize a process of implementation of an inclusive and community-oriented learning environment at the Federal Institute of Rondônia, guided by consistent instructions in the proposed activities, to serve our target audience during a pandemic period. The adopted methodology was an interventional research, with a qualitative approach, of the action research type, and aimed to develop a process of Infobetization of education professionals directed to the use of Assistive Technologies. As a result, we installed some tools in the Modular Object-Oriented Dynamic Learning Environment, such as Vlibras, an open source that translates digital content in Portuguese into Brazilian Sign Language, but this tool does not replace the Interpreter translator in its role, as it works with a living language, organized, and endowed with its own characteristics such as syntactic, semantic, and morphological structures. We produce accessible educational materials, with text descriptions for images or closed captions and video transcripts, we provide sufficient color contrast, and we remove images that blink or have strong colors, they are not suitable for text readers, dyslexics, colorblind may be distracting or confuse people with difficulty concentrating, including users with autism spectrum disorder. The serif letters: times new Roman, Courier New, Comic Sans linked to the documents, do not promote good readability for screen readers and for dyslexics, considered barriers for people with disabilities. We use the fonts that best suit screen readers are fonts such as Arial, Calibri, Tahoma, Trebuchet and Verdana. For people with autism, it is important to link navigation mechanisms and layouts that are intelligent, easy to understand and that are logical and coherent. When the audio resource inserted into slides, it must be in the foreground, an important action for understanding the contents. The very formation of office application systems: Word, PowerPoint, and Excel, are accessible, the editing of such tools allows the user to access resources and styles can be changed as colors with contrasts difficult to understand. Using the universal learning design provided guidelines and a framework that reduced barriers to learning by making the learning environment accessible for all. We conclude that it is not machines that need access to see, hear and understand, but people.

Keywords:

Accessibility, inclusive education, virtual learning environment.