Metadata (abstracts and keywords) for the articles in the journal
E. A. Alynova, L. A. Metelkova DIGITAL ACCESSIBILITY OF INCLUSIVE EDUCATIONAL ENVIRONMENT IN PRESCHOOL EDUCATIONAL INSTITUTIONS // I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN. 2023. № 3(120). p. 52-60
Author(s):
E. A. Alynova, L. A. Metelkova
Index of UDK:
004.9:[373.21:376.21]
Index of DOI:
10.37972/chgpu.2023.120.3.007
Name of article:
DIGITAL ACCESSIBILITY OF INCLUSIVE EDUCATIONAL ENVIRONMENT IN PRESCHOOL EDUCATIONAL INSTITUTIONS
Keywords:
inclusion, digital resources, digital accessibility, adaptability of digital resources, digital socialization of persons with disabilities
Abstracts:
The priority direction of the development of education is to update its content and teaching methods in order to achieve new high results [1]. The article highlights the problem of digitalization of preschool education, which is relevant today and about which psychologists, teachers and parents have rather a controversial opinion. The paper presents an analysis of the emerging problems which preschool educational institutions face in connection with the organization of digital accessibility. Digitalization of the educational process in a preschool institution is considered from the point of view of its accessibility and adaptability, taking into account the inclusiveness of the educational environment. Digital accessibil-ity implies a close connection of many of its components (digital socialization of persons with disabilities, digital education infrastructure, digital organization of educational work, digital accessibility of inclusive education, digital tools, services, teaching materials for children with disabilities), where accessibility and adaptability play an important role in a kindergarten that creates a special inclusive educational envi-ronment.
The main purpose of this article is to reveal the essence of the concepts of accessibility of a digital resource and adaptability of a digital resource. The analysis of Russian and foreign studies allowed us to formulate definitions of these concepts. Based on the results of theoretical analysis and practical moni-toring, recommendations are formulated to ensure the availability of digital material for different groups of users: for children developing normally and for children with special educational needs. Digital platforms and resources must comply with the basic principles: perceptibility, convenience, comprehensibility, and reliability. In the article, accessibility recommendations are grouped into four sections: textual content; images, videos, and other multimedia resources; navigation; tables and forms. The results of theoretical study and practical observation of the educational process with the use of digital resources allow us to conclude that digital accessibility includes many opportunities for teaching and educating children with special educational needs.
The contact details of authors:
Алюнова Елена Александровна – аспирант кафедры педагогики и психологии Чувашского государственного педагогического университета им. И. Я. Яковлева, г. Чебоксары, Россия, https://orcid.org/0009-0004-8557-0033, elenaalynova@mail.ru
Метелькова Лилия Александровна – кандидат педагогических наук, доцент, заведующий кафедрой иностранных языков и профессиональной коммуникации Национального исследовательского Московского государственного строительного университета (НИУ МГСУ), г. Москва, Россия, https://orcid.org/0000-0001-9947-1344, lilia.metelkova@gmail.com
