Online Training in Accessibility and Design for All: A Tool to Train Post-COVID Inclusive Graduates

Abstract

Agenda 2030 expresses, through the Sustainable Development Goals (SDG), and in particular through No. 4, the need to ensure an inclusive and equitable education, which promotes learning opportunities for all. At the university level, all students are urged to acquire the necessary theoretical and practical knowledge to promote sustainable development, so that they become graduates capable of facing the challenges of the future and the real demands of a society marked by heterogeneity, including the needs of people with some kind of disability. In this sense, the present work analyzed the impact of a transversal training program in Design for All on university degree students. For this purpose, a descriptive and comparative ex post facto study was developed in which the impact of an online training program was quantified by establishing comparative pre- and post-training. The results indicate that the approach, through the delivery of a training xplain eon Design for All, contributed to a change in the perceptions of students regarding disability, its role in the university and in the future workplace. Furthermore, it increased the knowledge of institutional action undertaken in terms of awareness and approach to human disability.

The Effectiveness of Public Health Education via Online Training during Pandemic COVID-19: Evident from Malaysia

“…Therefore, the perception of public health's educational effectiveness via online training should be measured using the knowledge, skill, and attitude learned during training. Further, several researchers, including Talati et al (2018); Moreno-Rodriguez et al (2021); McKay et al (2022) have evaluated online training effectiveness using scores of learning perception by comparing the pre-and post-evaluation; in which, their findings indicated that online training was effective when there was a significant increase of learning between preand post-training evaluation. This is consistent with Kirkpatrick (1996); Kraiger et al (1993) suggestion to evaluate training effectiveness by comparing the pre-and post-training evaluation.…”

Remote Education Trajectories for Learners with Special Needs During the Covid-19 Outbreak

“…The authors claim that this approach could ensure inclusive and equitable quality education for all. An analysis to explore design criteria for learning applications that favor the learning process and meet the needs of people with disabilities, equal opportunities, and universal accessibility was conducted by [37]. In another work [38], the e-learning experiences of deaf learners during the pandemics are investigated.…”

Keys to Build an Inclusive University System: The Case of Spanish Public Universities

“…The second consideration from which the present work is developed is from the empirical experience developed by the authors themselves, who in different works already published analyze one by one the aspects referred to by the Sustainable Development Solutions Network for the achievement of SDG4 in higher education institutions, as well as in other recent empirical works that highlight specific recommendations, such as those of Díaz-Vega et al (2020, Moreno-Rodríguez et al (2021), CERMI (2020), Madrid et al (2020, as well as in technical documents of organizations, such as the United Nations, UNESCO, the Spanish Network for Sustainable Development, or the United Nations Development Program, aimed at the implementation of the 2030 Agenda in the university environment.…”