WIXLIB

ISSN: 1981-8963DOI: o AT de, Silva ASR da, Pagliuca LMF et al.To select the sample, were initially readthe titles and abstracts, and used thefollowing inclusion criteria: published articlesin journals over the past five years,publications in conference proceedings,completion of course work for graduation s, whose themes involve Moodleand people with limitations, linked to theconcept of web accessibility and universaldesign. Exclusion criteria were duplicatepublications, or those that represent thedevelopment of a single virtual learningenvironment. The collection period was fromMay to June 2012.Based on the above criteria, it wasamounted to 17 documents which were readin their entirety, in order to collect criticalAccessibility in virtual moodle learning data. The articles were numbered accordingto the order of location, and the data wereorganized and grouped figures in EXCEL 2011.The analysis proceeded according to themethod of descriptive statistics.RESULTSThrough analysis of the articles found, itwas observed that most were found on Googlescholar (16/17). It was found that prevailedpublications that occurred from 2009 (09/17),and published in scientific journals (6/17)(Figure 1).All documents were Brazilians prevalenceof publications from the South (8-47%) andrelatedinstitutionswerepredominantuniversities (15-88.2%) (Figure 1).Year gelbrecht,Braganholo8Ulbricht Flores, Vanzin, Amaral, Ribas9Mari10Coelho, Raposo, Silva, Almeida11Leithardt, Bagatini, Conforto, Santarosa12Silva 11Event OSSSNECOBites, Almeida17Ulbricht,Batistta,Quevedo,Flores,Gabardo, Vanzin, et al18Figueiredo, Cunha19Pereira, Cerny, Quadros20Lebedeff, Rosa21Santarosa, Conforto, Ferrada, Basso22Silva, Gonçalves2320092010PeriodicMasters DissertationPeriodicPeriodicAnnals of s of eventAnnals of eventInstitute of Blind Peopleof FSCUFPEUNBCOSUNBUFSC20112009201120102010Annals of eventPeriodicAnnals of eventAnnals of nde7Type of publishingRegionInstitutionFigure 1. Classification of publications included in the review by the authors, year of publication, type of publication,region and institution of study.According to Figure 2, most documentswere published by the Education field (06/17)and the predominant type of qualitative studyAuthorsRezende1Jatobá, Vrabl, Barros, Engelbrecht,Braganholo8Ulbricht, Flores, Vanzin, Amaral, Ribas9.Silva, Beche, Souza13Mari10Coelho, Raposo, Silva Almeida11Santarosa,Conforto, Ferrada, Basso22Leithardt, Bagatini, Conforto, s, Almeida17Ulbricht, Batistta, Quevedo, Flores,Gabardo, Vanzin, et al.18Figueiredo,Cunha19Pereira, Cerny, Quadros20Lebedeff21Silva, Gonçalves23(5/17). Moreover, the main target audiencewas identified blind people (7/17).Area of publishingComputer scienceComputer scienceType of studyQualitativeCase studyPopulation targetVisually ImpairedVisually ImpairedEducationBibliographic reviewVisually ImpairedErgonomyEducationCase studyExperience ReportVisually ImpairedVisually ImpairedComputer scienceEducationSocial ptiveAllElderlyVisually ImpairedVisually ImpairedAllVisually ImpairedLetters/LibersExperience ReportHearing impairedDesignQualitativeHearing impairedFigure 2. Categorization of publications included in the review by Authors, Area of Publication, Type of study andPopulation Target. Fortaleza, 2012.English/PortugueseJ Nurs UFPE on line., Recife, 7(spe):969-76, Mar., 2013971

ISSN: 1981-8963DOI: o AT de, Silva ASR da, Pagliuca LMF et al.Accessibility in virtual moodle learning Regarding the accessibility of Moodleenvironment 13/17 publications considered itpartially accessible, with occasional need forremodeling to facilitate access by the disabledor elderly. Only 04/17 considered it notwidely available.Regarding the accessibility of Moodleenvironment 13/17 publications considered itpartially accessible, with occasional need forremodeling to Facilitate access by thedisabled or elderly. Only 04/17 considered itnot widely available.From this, we observed that the studiespointed barriers and specific suggestionsaccording to disability or limitation of target(Figure 3).From this, we observed that the studiespointed barriers and specific suggestionsaccording to disability or limitation of target(Figure nt media usedDifficultyinusingsynchronous tools-chatsLong coursesLinks within the textDifficulty in using the texteditorDifficulty in reading pdfdocumentsDifficultyinunderstandingthePortuguese languageDifficulty in reading thetexts on lineSuggestionsObligatory insertion of alternate content for different media in the AVA by theauthors and/or content.Manual scrolling controlled by student use of spoken chat (Skype or MSN ).More cohesive and content creation with minor routesLinks outside the Hierarchical shape text; The most important Links placed tothe right and less important to the left of the page.Use text editor, open source, free and with availability of plug-ins for AssistiveTechnologies-TinyMCE To open documents in the browserVideos and texts in Libbers; academic terms and glossary of the Portugueselanguage; online videos as a tool for communication student and tutor, optionto download and upload videos in Libbers; make DVD with course content inLibbers.Contrast between font and background; Written with alternation betweenuppercase and lowercase letters.Figure 3. Identification of accessibility barriers on the target population, and suggested solutions in the studies selectedfor this review. Fortaleza, 2012.DISCUSSION The Moodle and accessibility in thewebUsing Moodle has become very popularamong educators around the world as a toolfor creating dynamic web sites for theirstudents, with the provision for educators,tools for managing and promoting learning.24However, the use of the environment forpeople with disabilities or limitations as theelderly still have barriers, damaging theaccessibility and usability for these users.For creating accessible web requires theobservation of guidelines for the creation ofsites, as the Web Content AccessibilityGuidelines, created by the World Wide WebConsortium (W3C) and Web AccessibilityInitiative (WAI)25, which are internationalcommunities that work focused to ensure webaccessibility. We still have the ModelAccessibility of Electronic Government (EMAG), created by the Brazilian26 governmentfor the creation of federal websitesaccessible. Moreover, the assessment byautomated tools for the development of thewebsite or AVA, as the Assessor and SimulatorSites (ASES) is important and can point out themistakes and how to correct them.Despite all the technology for building webaccessible, evaluation by the user isEnglish/PortugueseJ Nurs UFPE on line., Recife, 7(spe):969-76, Mar., 2013necessary. For them, real barriers may beidentified according to their limitations andtheir level of knowledge. Thus it becomespossible to build virtual learning environmentsin semantic formats, i.e. facing the user's ownprofile. Moodle and the person with visualimpairmentRegarding the studies that deal with theuse of Moodle for people with visualimpairments. There was identified as the maindifficulty equivalent to the absence of thedifferent media, such as images, videos,among others. For this, we proposed a set ofmandatory insertion means of alternativecontent to existing media such as videos withaudio description or text equivalents forimages.In a study evaluating websites with thirtyblind users, found that most websites did nothave text equivalents for images or graphics,with needs identified as the description of thelocation of the image on the page as well asshort text alternative with audio options forthose that want more information aboutthem. 27 Barriers were mentioned in the use ofsynchronous tools such as chats or chat,where the automatic update, use the screenreader and voice synthesizer, impedesunderstanding, since each update the playerreturns to the beginning of the conversation.For this, it was suggested the use of chat972

ISSN: 1981-8963Carvalho AT de, Silva ASR da, Pagliuca LMF et al.spoken with the use of software such asSkype and MSN .Besides these, other obstacles are cited forusing Moodle by people with visualimpairment, including difficulty reading PDFdocuments and inserts links in the text. Toovercome these difficulties were mentionedscreen readers such as Jaws or Dosvox, whichmakes reading the source code of the pagesand transfer to the voice synthesizer or aBraille display or both. 28 This way the contentcan be verbalized for the blind or transcribedinto Braille characters, favoring the deafblind.29 For that there are no difficulties inunderstanding the content or even decreasethe autonomy of users, it is necessary thatdevelopers know the different existing TAsand seek to adapt their material to them. Moodle and the person with hearingimpairmentAll studies that dealt about using Moodlefor people with hearing loss said about thedifficulty that the deaf person has tounderstand the English language. This is dueto the fact that the education of the deafperson is accomplished by use of sign languageas natural language, which was made officialin Brazil as LBS or Brazilian Sign Language.30From this, the strategies aimed to solve theproblem were: the creation of a glossary ofPortuguese and academic terms, theavailability of videos and download videosonline for communication between studenttutor, and the creation of a DVD alternativewith all the course content translated intoLBS.Currently, the LBS is scientificallyrecognized as a language in gesture-visualcommunication with grammatical structureitself, independent of the Portugueselanguage. This means that the deaf personmay not be literate in Portuguese or do notunderstand all the vocabulary texts or evenmore convoluted. However, the creation of anaccessible AVA implies developing anenvironment where everyone can access withthe same ease and speed. Thus, it isantagonistic the option of creating othermeans of access to the educational materialoutside the learning environment, forexample, a DVD, when it should choose theuniversal design. Moodle and the elderlyThe document that dealt about usingMoodle for older people reported as the mainobstacle to the difficulty of reading the texton the computer screen. As alternatives givenEnglish/PortugueseJ Nurs UFPE on line., Recife, 7(spe):960-76, Mar., 2013DOI: bility in virtual moodle learning were given to creating pages with increasedfont size, and contrast between the font colorand background screen. Another option wasfavorable writing texts alternating uppercaseand lowercase letters.Moreover, it was observed that some usershave had good knowledge about the use ofcomputers and the internet, giving up as anoption to create AVAS facing a standardusability median, i.e. for people with averageknowledge about the use internet or onlineeducation environments.Aging causes decreased organ functions,including vision and reflexes or even logicalreasoning and preparedness. Thus, in thecyber world many people aged over 60 stillshirk in using communication technologies forfear of failing to meet the requirements orphysical limitations such as decreased visualacuity. However, with the aging population,the country opens up to new ways ofdemocratization of knowledge that areprovided by the use of informationtechnologies and communication, includingthe Internet and online education ure of community and a space forthe expression of citizenship for everyone,including the elderly.32Older people now have a better educatedthan those of the last century and have betterscientific knowledge with systematic titlesundergraduate and postgraduate. Thus theirconcerns and perspectives are different andneed to be properly satisfied. 33Thus, education focused on elder ceases tobe of assistance, in order to fill the idle timefor a transformative education as a means ofliberation and changes in the elderly, as itallows the reevaluation of the characteristics,and provide a process of reflection andanalysis for these people.33FINAL REMARKSDigital inclusion is currently one of theparameters of development of a society. It isclosely related to universal design, i.e., asociety made for everyone, including theirspaces, products, media and education.Faced with the prospects of inclusion ineducation, the creation of virtual learningenvironments through the use of Moodle hasbeen expanded and encouraged, and this isfavorable to digital inclusion, as it is a toolthat offers more features than accessibilitybarriers.It is noteworthy that accessibility goesbeyond the physical and communicational and973

ISSN: 1981-8963Carvalho AT de, Silva ASR da, Pagliuca LMF et al.faced with behavioral barriers. This isimportant, since the creators, developers,tutors and contents of virtual learningenvironments must take into account thelimitations in existing population as well asthe ability of these people have to learn andinteract through online education. This meansthat everyone should work towards creatingdigital learning objects accessible.REFERENCES1. Instituto Brasileiro de Geografia eEstatística [Internet]. Síntese de Indicadores.Pesquisa Nacional por Amostras de Domicílio(PNAD). 2008 [cited 20 Jan 2012]. .shtm.2. Brasil. Decreto n.º 6949, de 25 de agosto de2009. Promulga a Convenção Internacionalsobre os Direitos das Pessoas com Deficiênciae seu Protocolo Facultativo, assinados emNova York, em 30 de março de 2007. DiárioOficial da União 2009 Aug. 26;1(163):3-9.3. Silva RA, Luckman AP, Wilbert JW.Acessibilidade de AVAS para o usuário PNEE:uma visão introdutória. Rev ACB BibliotecSanta Catarina [Internet]. 2011 Jan-June[cited 2012 Apr 14];16(1):217-33. t/files/pdfs/65963 7462.PDF.4. Silva ASR. Estudo da relação entre domíniotecnológico, interação e aprendizagem"colaborativa" na EaD on-line pelo uso de ummodelo de equações estruturais. Fortaleza(CE). Tese [Doutorado em Educação] Universidade Federal do Ceará; 2009.5. Romanowski JP, Ens RT. As pesquisasdenominadas do tipo “estado da arte” emeducação. Diálogo Educ [Internet]. 2006 SeptDec [cited 2012 Mar 12];6(19):37-50. DIALOGO?dd1 237&dd99 view.6. Ursi ES, Gavão CM. Prevenção de lesões depele no perioperatório: revisão integrativa daliteratura. Rev latinoam enferm [Internet].2006 Feb [cited 2012 Oct r/scielo.php?script sci arttext&pid S0104-11692006000100017&lng es.7. Rezende ALA. EASY: Mediando as Interaçõesdos Deficientes Visuais com o AmbienteVirtual de Aprendizagem Moodle. Rev RESI[Internet]. 2007 [cited 2012 May 23]. Availablefrom:English/PortugueseJ Nurs UFPE on line., Recife, 7(spe):960-76, Mar., 2013DOI: bility in virtual moodle learning rquivos/resi 2 artigo 3.pdf.8. Jatobá A, Vrabl S, Barros DR, EngelbrechtA, Braganholo V. Ampliando Horizontes deAprendizagem: Ensaios sobre o Uso do Moodlepor Deficientes Visuais. Anais do 13º CongresoInternacional de Educación a Distancia CREADUDEC; 2009 Nov 30-Dec 4. Santiago (CL):UDEC; 2009.9. Ulbricht V, Flores ARB, Vanzin T, AmaralMA, Ribas A. Os Deficientes Visuais e aEducação a Distância. Rev Educ online[internet]. 2011 Sept-Dec [cited 2012 May 23];5(3):[about 5 sreens]. Available ournal educaonline&page article&op view&path%5B%5D 187.10. Mari CMM. Avaliação de Acessibilidade e daUsabilidade de um Modelo de Ambiente Virtualde Aprendizagem para a Inclusão deDeficientesVisuais.SãoCarlos(SP).Dissertação [Mestrado em Engenharia deProdução] - Universidade Federal de SãoCarlos; 2011.11. Coelho CM, Raposo PN, Silva EX, AlmeidaACF. Acessibilidade para pessoas comdeficiência visual no Moodle. Rev Lin Crític.[Internet]. 2011 May-Aug [cited 2012 /5697/470912. Leithardt VRQ, Bagatini D, Conforto D,Santarosa LMC. Acessibilidade e Interatividadedos AVAS: dependentes dos navegadores Web.Rev Perspect Conhec [Internet]. 2010 [cited2012 June 13];3(1):80-92. Available cessibilidade13. Silva SC, Beche RCE, Souza MV. AAcessibilidade na Educação à Distância. Anaisdo 8º Congresso Brasileiro de Ensino Superior aDistância; 2011 Oct 3-5. Ouro Preto (MG):UNIREDE; 2011.14.MacedoMKB,PereiraATC.Desenvolvimento de recomendações deacessibilidade e usabilidade para ambientesvirtuais de aprendizagem voltados para ousuário idoso. Rev Renote [Internet]. 2009July [cited 2012 June renote/article/viewFile/14035/792715. Nóbrega GC. Acessibilidade aos . Rev Rev Bras Trad Visual[Internet]. 2011 [cited 2012 June 13];9(9).Availablefrom:974

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Nursing, Federal University of Ceara/PPGENF/UFC. Fortaleza (CE), Brazil. E-mail: pagliuca@ufc.br . requirements. The offering of shares in distance education mediated by ICTs, called online . Raposo, Silva, Almeida11 2011 Periodic CO UNR Leithardt, Bagatini, Conforto, Santarosa12 2010 Periodic S FURG Silva Beche,Souza13 2011 Annals of event .