Evaluation of virtual learning environments for the teaching of students with down syndrome

One of the challenges in children education is the inclusion of students with Down syndrome in regular schools. Some studies have discussed the advantages of using technological resources as mediation tools in literacy processes, as well as the impact of these resources in the distance education modality. However, an issue identified in the current state of the art is the lack of initiatives related to virtual learning environments (VLE) as a complementary resource in special education to improve literacy. To achieve this, it is important to analyze and evaluate criteria for choosing a VLE that considers the needs of students with Down syndrome. Considering this context, this paper presents an approach for evaluating VLEs considering specific requirements of students with Down syndrome. In addition, four virtual learning environments are analyzed in terms of adequacy considering the requirements for these students.