| Inclusive Education as a specific embodiment of educational equity in promoting social equity and educational equality has attracted more and more attention.Educational equity has become a topic of great concern in the field of education and the whole society.However,in today’s society,inequality is still very serious.With the advent of the information age,digital education resources formally entered a period of rapid development under the dual drive of national policies and social needs.As an educated resource that is easy to spread,easy to share,and reproducible,it has provided the possibility for the full realization of Inclusive Education.The construction of accessibility digital education resources for hearing impaired children is a frontier research field.It takes the theory of Inclusive Education as guiding ideology,constructivist learning theory and humanistic learning theory as its theoretical basis,adopts universal design theory as its design principle.On the basis of fully comprehensively analyzing the cognitive characteristics of children with hearing impairment and the constituent elements of digital education resources,we propose and build information-accessible digital education resources.This study uses “Recognition Time” as a case.Through the split and reorganization of learning content,the highlights design of text,pictures,and video resources,simplify interaction design,and enhance feedback design to meet the learning needs of hearing-impaired children.At the same time,creative sign language learning is introduced into the resource learning process,on the one hand,it has enabled hearing-impaired children to better understand sign language.On the other hand,it has improved the ability of children with hearing-impaired children to transform and transfer knowledge,and achieved a comprehensive improvement in the knowledge,skills,emotions and attitudes of hearing-impaired children,in an effort to demonstrate the superiority of barrier-free digital education resources in special education and teaching. |
