This article talks about the great possibilities offered by technologies to improve inclusive education in schools, after our society has become the technological society and consequently, with different sources of information and communication networks, which is important to be able to reason, comment and make decisions.
All these information and communication technologies (TIC) applied to education to be inclusive, help different children with disabilities, and in this case, visual, to develop their learning in parallel with that of other students.
According to different studies, the possibilities that ICTs bring to the educational system are many. Some of them: Help to overcome the limitations that derive from the cognitive, sensory and motor disabilities of the students, favor the autonomy of the students, being able to adapt to the needs and demands of each student in a personalized way, offer immediate feedback , favor synchronous and asynchronous communication of these students with the rest of their classmates and teachers, etc. In addition, the use of TIC in visual deficits has also been a great benefit since it allows access to information that would not otherwise be accessible, adjusts the characteristics of the image to the characteristics of vision (size, colors, brightness, contrast) , allows the collection of information through other channels, apart from the visual (tactile or auditory), etc.
In this way, the need for the disappearance of physical and technological barriers that prevent basic access of people with a disability to this technology that will be used in the classroom has been detected (Palomino, 2013).
It must be taken into account that it is the psychologist together with other professionals (pedagogues, engineers, designers, etc.) who is in charge of the research and analysis of the different programs and technologies that are used in the classroom for the adaptation of each child and a girl, and who also has to train teachers on its uses and didactic applications in the classroom.
In summary, this article is committed to typhlotechnology, which is defined as the set of techniques, knowledge and resources aimed at providing the blind and partially sighted with the appropriate means for the correct use of technology, in order to favor their personal autonomy and full social, labor and educational integration, and there is talk of different instruments both to access the information on a computer screen, and to be able to read printed texts.
Reference:
Palomino, M. D. C. P. (2013). Tiflotecnolgía e inclusión educativa: Evaluación de sus posibilidades didácticas para el alumnado con discapacidad visual. Revista Electrónica de Investigación y docencia (REID), (9).
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