2026-04-17T23:25:37Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/61602024-05-14T11:51:01Zcom_10259_6158com_10259_5086com_10259_2604col_10259_6159

Blázquez Arribas, Leticia Barros del Río, María Amor Sigona, Concetta Maria Alcalde Peñalver, Elena 2021-11-16T13:17:59Z 2021-11-16T13:17:59Z 2021-09 0039-8322 http://hdl.handle.net/10259/6160 10.1002/tesq.3038 Language learning through online tools has become customary, especially during COVID-19 pandemic, but this type of education does not always consider the requirements for students with special educational needs (SEN) despite teachers struggle to include disabled students in online teaching. This article presents the educational potential of using Universal Design for Learning (UDL) and Web Content Accessibility Guidelines (WCAG) to help SEN students learn English. First, a theoretical framework that covers the basis of the En-Abilities project and the UDL pedagogical principles that sustain the platform organisation and contents is provided. Then, practical examples of some of the activities and the results gathered after its practical implementation are shown. In the conclusions, achievements are summarised and new paths to explore in the field of foreign languages learning for students with SEN are foreseen. eng Wiley TESOL quarterly. 2021, V. 55, n. 3, p. 694-707 https://doi.org/10.1002/tesq.3038 Atribución-NoComercial 4.0 Internacional http://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/openAccess Lengua inglesa Educación especial Informática English language Special education Computer science Teaching English to Special Educational Need Students through an Online Tool info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion