期刊名称：Revista Brasileira de Informática na Educação
印刷版ISSN：1414-5685
出版年度：2015
卷号：23
期号：02
页码：18
语种：English
出版社：Revista Brasileira de Informática na Educação
摘要：Information and Communication Technologies (ICT) play an important role in the social inclu-sion of blind people, mainly due to their potential to provide means for blind people to access information and digital services. Besides, digital inclusion is even more important when blind people face the lack of accessibility in the physical environment. Nonetheless, many tools used in the Computer Science (CS) and Computing Engineering (CE) fields are still inaccessible. Examples of these include a variety of tools for building diagrams, frequently used for specify-ing software and hardware systems. The graphical nature of such tools may prevent the inclu-sion of blind people in CS/CE activities because they are relevant to their associated courses and to the software industry. In face-to-face learning, there are several actions that can over-come these barriers, such as the use of physical devices, as illustrative objects and pens for tactile drawings. These devices allow collaborative activities with blind and sighted partici-pants. However, these solutions are not appropriate to e-learning activities because they can affect transactional distance. e-learning activities are essential for blended and distance edu-cation programs, which have been growing worldwide and are likely to continue growing. In this context, this paper addresses the problem of how to include blind people in e-learning activities of UML – Unified Modeling Language, a standard notation for software develop-ment, which has been widely adopted in academia and industry. After discussing the main challenges related to the inclusion of blind people in these activities, this paper establishes the requirements needed to make this inclusion possible, examines whether existing tools fulfill these requirements and presents some details on the development of an web-based prototype that fulfills the established requirements. The results indicate a lack of solutions that enable the inclusion of blind people in these activities without affecting transactional distance.
