Accessibility

The study shows the leading role of a group of education professionals committed to building a different model of education and inclusive practices, who created a center for specialized care before the existence of any specific legislation for inclusive education. The structural limitations of the center are not understood as impediments for the professionals to promote actions and pedagogical processes that ensure the right to learning for children and youths with disabilities.

This paper presents a critical analysis of the current socio-economic situation associated with the technology used by disabled people. It explains how companies, funding agencies, and users can promote good practices for overcoming existing barriers. In addition, the article discusses different considerations with the intention of forcing the reader to rethink of accessibility more as a philosophical change rather than a technological contribution.

This article presents five strategies for learning academic content that can be taught to students with high-incidence disabilities who aim to go to college. The learning strategies incorporate mnemonics and an evidence-based practice and are intended to improve students’ listening during class, effective note taking, reading content material, assignment completion, and test taking.