1 s2.0 S0360131515000706 main

Computers & Education 85 (2015) 203e210

Contents lists available at ScienceDirect

Computers & Education
journal homepage: www.elsevier.com/locate/compedu

Teacher education for inclusion: Can a virtual learning object help?

udia Alquati Bisol a, *, Carla Beatris Valentini b, Karen Cristina Rech Braun a
Cla
a
b

Department of Psychology, University of Caxias do Sul, Rua Francisco Getúlio Vargas, 1130, CEP 95070-560, Caxias do Sul, Brazil
Department of Education, University of Caxias do Sul, Rua Francisco Getúlio Vargas, 1130, CEP 95070-560, Caxias do Sul, Brazil

a r t i c l e i n f o

a b s t r a c t

Article history:

Received 2 October 2014
Received in revised form
24 February 2015
Accepted 26 February 2015
Available online 11 March 2015

Inclusive education has occupied a central role in educational planning especially over the last two
decades of the 20th century. This article presents an evaluation of the virtual learning object (LO)
Incluirda digital resource designed to support learning. It was created to work as a complementary tool
for teacher education that aimed at promoting reflection on inclusion and resignification of teachers'
practice. We present some aspects of inclusive education in Brazil and our perspective on teacher education for inclusion. Then we explore the learning object, the pedagogical framework that guided its
conception, and the survey that we conducted designed to evaluate the object in its technical and
pedagogical aspects. A total of 163 participants answered a questionnaire comprised of 20 closed
questions and 3 open-ended questions. Simple descriptive statistics allowed us to determine that participants rated the object very positively. Thematic content analysis was used to organize the qualitative
data of the two open-ended questions in three analytical categories. Simple quantification and
description was used to analyze the third open-ended question. We concluded that the LO is a valuable
complementary resource that contributes to teacher education for inclusion.
© 2015 Elsevier Ltd. All rights reserved.

Keywords:

Applications in subject areas
Improving classroom teaching
Interactive learning environments
Pedagogical issues
Inclusive education

1. Introduction
Inclusive education has occupied a central role in educational planning especially over the last two decades of the 20th century. When
understood broadly, the inclusive education debate concerns people who have been historically excluded from the cultural, social, and
economic benefits of formal education or of formal quality education. Brazil is a country of enormous sources of wealth as well as immense
contrasts between the rich and the poor. Discrimination and inequality have been part of the daily lives of indigenous groups, migrants, the
poor, afro-descendants, and people with disabilities and special needs (Cury, 2005). However, as stated by Artiles and Kozleski (2007), in
most countries we find a tendency to concentrate the narrative of inclusive education on students with disabilities and special needs,
establishing a strong link with the area of special education.
In our work, the term inclusive education, or simply inclusion, refers to the provisions created for people with special educational needs
or disabilities (SEND). However, it is imperative to keep in mind that this focus refers exclusively to the operational aspects of our work. The
discussion about inclusion/exclusion must not fall into reification of false or crystallized identity categories; in the real world, a student with
a disability who is poor will face greater obstacles than a student with a disability that can count on the support of a wealthy family. Inclusive
education is about reducing barriers to learning and participation for all. Another common misconception is viewing the origins of
educational difficulties as arising within the learners themselves, instead of considering discriminatory practices, curricula, teaching approaches, school organization, and culture, as well as national and local policies (Booth, Nes, & StrØmstad, 2003).

We wanted to help teachers and schools create the necessary conditions for students with SEND to experience a rich, gratifying, and
successful learning process. This purpose guided the development of the virtual learning object Incluir (the Portuguese word for the verb to
include). In this paper we present the pedagogical framework that guided its conception, the learning object in its final version, and its
evaluation. Since this project is deeply rooted in years of practice in the field of special education (mainly but not exclusively with deaf and

* Corresponding author. Tel.: þ55 5481199909.
E-mail addresses: cabisol@ucs.br (C. Alquati Bisol), cbvalent@ucs.br (C.B. Valentini), karenrech@gmail.com (K.C. Rech Braun).
http://dx.doi.org/10.1016/j.compedu.2015.02.017
0360-1315/© 2015 Elsevier Ltd. All rights reserved.

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hard of hearing children, adolescents, and adults) and in the field of teacher education in Brazil, it is necessary to discuss some aspects
regarding inclusive education in this country and our perspective on teacher education for inclusion.
1.1. Inclusive education in Brazil
Current educational policies in Brazil are guided by the concept of inclusive education. Regulatory and legal frameworks explicitly require
educational authorities to aim at breaking with a history of exclusion and segregation of people with disabilities, ensuring equality of access
through mainstreaming and the provision of specialized educational services (Brasil, 2010). The factors that led the country to take this

approach are, among others, the influence of social movements for human rights, the elevated costs of maintaining two educational systems,
and international developments in the early 1990s on perspectives on inclusive education (Mendes, 2006; Michels, 2006; Rahme, 2013).
In light of its understanding of Inclusive Education (Brasil, 2008), the National Policy on Special Education aims at ensuring mainstreaming from early childhood to higher education for students with disabilities, global developmental disorders, and gifted students. The
government affirms the need of forming a political framework based on the conception of inclusive education for providing resources and
services to remove the barriers in schooling and creating specific guidelines for the development of inclusive teaching practices (Brasil,
2010).
The proportion of pupils characterized as having a disability or special educational need in mainstream systems has increased in the last
few years. According to the school census of 2012 (Brasil, 2013), the number of “included students” (the term used in the government report)
registered in regular schools has more than doubled in a period of five years (from 306,136 students in 2007 to 620,777 in 2012). However,
there are significant difficulties in the country when it comes to the implementation of such inclusive policies (Paulon, Freitas, & Pinho,
2005). A literature review of 480 articles published in Brazil between 2005 and 2010 reveals that the main difficulties for inclusion are
the lack of curricula adaptations and pedagogical resources, the lack of commitment and support from the school community, difficulties in
accepting diversity, the lack of specialized support, and the need of more resources to guarantee accessibility. Structural problems in the
educational system as a whole, such as class size, are also cited (Bisol, Stangherlin, & Valentini, 2013).
1.2. Teacher education for inclusion
In Brazil, the degree needed to qualify for primary and secondary teaching is achieved after a four-year program in universities and
institutes of higher education with a focus on the development of teachers' personal, social and professional abilities, and an understanding
of teaching and learning including the process by which knowledge is constructed. In 1994, courses were recommended to include specific
units on students with special educational needs (Brasil, 1994). A unit on Brazilian Sign Language and Deaf Culture has been mandatory since
2005 (Brasil, 2005).

A national teacher training policy organizes pre-service and in-service training for teachers in the public sector. Basically, two “kinds” of
teachers are expected to deal with students with disabilities: trained teachers responsible for general education classrooms working
alongside specialized teachers responsible for organizing the resources demanded by students with special needs (Michels, 2006).
What are the obstacles and challenges that most impact Brazilian schools? An extensive report by Gatti and Barretto (2011) on teachers in
Brazil gives an overview of education in the country which, in turn, allows one to understand the obstacles and challenges for inclusive
education. On a broad perspective, the authors emphasize the recent expansion of basic education (real growth in terms of public networks
occurring in the late 1970s and early 1980s) which generated a demand for a larger number of teachers at all levels of education. It also
expressed concern about enormous regional and local heterogeneity, the urgency imposed by social transformations, and poor school
performance. More specifically in terms of teacher education, they call attention to the crystallization of curricula in courses of encyclopedic
form, the lack of reliable information that may inform how teacher education is performed, supervised, and monitored, and the generic or
descriptive approaches to educational issues such as special needs. As for in-service education, they argue:
The training model often follows the characteristics of a ‘cascade’ model, in which a first group of professionals is trained and these
trainees become the trainers of a new group, which, in turn, trains the next one. Through this procedure, which generally passes through
the different hierarchical levels of large teaching systems, technical-pedagogical staff, supervisors and specialists, although allowing the
involvement of quite high numbers of trainees in numeric terms, has proven to be far from effective when it comes to disseminating the
foundations of a reform with all its nuances, depth, and implications. (Gatti & Barretto, 2011, p. 189).
Other initiatives often seen in both the public as well as the private sector are one-shot workshops, conferences, and seminars. Although
they provide interesting opportunities for gathering teachers around certain topics, questions may be raised about the duration and degree
to which they are content focused and centered on transmission models. Bearing in mind that implementing inclusive education may
require shifts in the way teachers perceive diversity, the way teachers think about learners, themselves, their roles, capabilities, challenges,

and identities, it may be necessary to adopt different approaches to teacher education.
1.3. Teacher attitudes towards inclusion and the Learning Object Incluir
A systematic review by De Boer, Pijl, and Minnaert (2011) highlights three components of teachers' attitudes towards inclusion: teachers
do not rate themselves as very knowledgeable about educating students with SEND and, in general, they are undecided or negative in their
beliefs about inclusive education; they tend not to feel competent and confident in teaching these students; and they hold negative or
neutral behavioral intentions towards students with SEND. The same study also reports that teachers with less teaching experience and
teachers with previous experience with inclusive education held significantly more positive attitudes towards inclusion. They also found
that long-term training in special needs education positively influenced the attitudes of teachers and that teachers' attitudes are related to
disability categories. A Brazilian study by Gomes and Barbosa (2006) on inclusion of students with cerebral palsy found similar results:
teachers who were knowledgeable about the characteristics of these children and teachers who felt it was their responsibility to educate

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205

them had more positive attitudes. Consistently, these authors reported that the participation of teachers in one-day short trainings did not
have a significant impact in their attitudes.
Considering all these issues, we sought to develop a virtual learning object (LO) to be used as a complementary tool for pre-service and
in-service teacher education with large or small groups and with teachers of different levels of expertise and previous knowledge. The
literature contains many discussions about the nature of learning objects. Following remarks by Wiley (2002), McGreal (2004), and Parrish

(2004), we understand learning objects as digital resources designed to support learning and, thus, have a clear educational purpose. They
should be accessible, searchable, and reusable, thus allowing them to be combined with other teaching resources in a variety of instructional
strategies.
Our educational purpose with LO Incluir is to promote reflection about inclusion aiming at contributing for a change in the way teachers
perceive diversity and for a resignification of teachers' practice. Therefore, more than the repetition of encyclopedic information that
nowadays can be easily found on the internet, the LO Incluir intends to promote discussions around issues such as stigma, prejudice,
normality, and diversity that might help teachers to revisit their beliefs and practices. Access is free at http://www.objetoIncluir.com.br.
1.4. Pedagogical framework of the Learning Object Incluir
Constructivism is the specific pedagogical framework that guided the conception and development of LO Incluir. According to
constructivist theories, the learners' actions are essential for learning. Learners build new knowledge by interacting with the world, and
considering their systems of meanings. It is also important to recall that for Piaget (1971, 1976) the previous experiences constitute the
learners' systems of meanings. The object of knowing is the subject and the world. Learning is understood as a construction and reconstruction of knowledgeda continuous movement of increasing awareness about oneself and the world.
This movement of construction and reconstruction is a dialectical exercise in which subjects modify themselves due to provocations from
the outside world (Montenegro & Maurice-Naville, 1998). When they are mobilized to think about something, triggering provocations that
destabilize their previous certainties, the possibility for learning is createddthat is, the possibility to conceptual, procedural, and attitudinal
novelty. Therefore, new paths open up for the subjects.
In the case of LO Incluir, the provocations were constructed seeking possible deconstructions or destabilizations of some certainties
about the possibilities and the limitations of people with disabilities, about the concepts of diversity, about teaching, and about deafness.
The cognitive imbalance generated by disturbances is what enables the advancement of knowledge. According to Piaget (1976), imbalances
are the triggers of learning and knowing and their fecundity is measured by the ability to overcome them. Many possible paths support the

reconstruction of a new equilibrium. In LO Incluir, we made use of animations, texts, images, and videos. We tried to maintain a reflective
stance by opening possibilities and not simply by providing information or reproducing concepts.
1.5. The final version of Learning Object Incluir
The final version of the LO was released in November, 2011. The homepage of the object shows an image that represents a neuron. The
image was chosen for its easy association with ideas of opening and nonlinearity: the multiple and rhizomatic connections immediately
invite a free and non-hierarchical beginning and encourage further navigation. At the same time, it allows an easy aggregation of new
modules as new topics of interest are developed. On the computer screen, the image moves and visual effects simulate synapses or energy
exchanges.
The LO is organized in four modules that integrate resources and materials (videos, animations, images, and texts) specially developed by
our team. The modules are entitled “Limits”, “Diversity”, “Teaching”, and “Deafness”. The first three modules explore general issues
regarding inclusion, and the fourth explores specific issues related to deafness, deaf culture, Sign Language, and so on.
Each of the four modules is independent from the others in terms of argument, problematization, interaction, and navigation, which
allows their use separately or as required by users. However, all modules comply with the same pedagogical proposal and organization. The
final structure of the object respects the assumptions established during planning, as represented in the concept map that follows (Fig. 1):
The four modules are structured on three levels. The first level was named mobilization. Its purpose is to introduce the concepts and ideas
that will be furthered at the next level. In the second level, called provocation, multimedia resources such as images, sound, and text are used
to destabilize the users' preconceptions or worldviews. And in the third level, called information, the user has access to information in texts
especially written for this LO.
Besides the four modules, the LO presents: a) a specific page entitled “guest book” that leads the user to the evaluation of the LO; b) a
page that provides basic information about the object and guidelines for conducting workshops with teachers; c) a page that lists scientific

publications associated with the project, and d) a page that offers information on the staff and supporters, and lists acknowledgments.
2. Learning object evaluation
It is widely accepted that the integration of computer mediated resources in distance learning or traditional classroom environments

, Gonza

lez-Gancedo, Juan, Seguí, and
must be evaluated. Recent studies assess the use of mobile technology (Motiwalla, 2007), games Furio
Rando (2013), geospatial technologies (Favier & Van der Schee, 2014), augmented reality (Zhang, Sung, Hou, & Chang, 2014), among others.
The importance of systematic evaluation of learning objects is also emphasized in the literature (Kay & Knaack, 2008; Krauss & Ally, 2005;
Nurmi & Jaakkola; 2006; Williams, 2000). Kay and Knaack (2009) state that research on the impact, effectiveness, and usefulness of learning
objects is limited. Their review of evaluation of learning objects literature informs that qualitative analysis is prevalent in the form of interviews, written comments, email responses and think-aloud protocols. Quantitative studies have used surveys, performance data and
statistics recording.
Examples allow identifying the focus of interest of recent studies. Krauss and Ally (2005) asked faculty and students to evaluate an LO
designed to help students understand the therapeutic principles of drug administration, using a rating instrument and survey questionnaires. Schoner, Buzza, Harrigan, and Strampel (2005) used a questionnaire to measure student perceptions and interviews with students

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C. Alquati Bisol et al. / Computers & Education 85 (2015) 203e210

Fig. 1. LO Incluir concept map.

and instructors on the use and re-use of learning objects in higher education cross-discipline classroom settings. Their assessment included
learning value, added value, design usability and technology function. More recently, Baki and Çakiroǧlu (2010) looked at the use of LOs in
secondary mathematics teaching in a real classroom environment, using qualitative and quantitative data obtained from teacher and
students.
We conducted a survey designed to evaluate LO Incluir in its technical and pedagogical aspects. The major goals were to determine
participants' opinions about its usability, content, and learning resource and to learn whether the LO was capable of promoting reflection on
inclusion and resignification of teachers' practice.
2.1. Method
Participants were invited to answer a questionnaire available in the link entitled “guest book” after getting to know the LO in
three different contexts: as student teachers regularly enrolled for a teacher degree, who experienced the LO as a complementary
resource in a course about inclusive education; as teachers who participated in in-service trainings offered by the State Secretariat
for Education, based on the LO or that used it as a complementary resource; or, as university professors working in
teacher education at the same university of the respondent students, invited by email to experience and evaluate the LO. Since it is
an open and free resource, other respondents might have occasionally accessed and answered the questionnaire. The questions
were adapted from the works of Dutra and Tarouco (2006), Oliveira, Nelson, and Ishcitani (2007), and Vieira, Nicoleit, and Gonçalves
(2007).
Quantitative data were gathered through 20 questions, eight of which were used to determine general characteristics of the participants.
Twelve questions focused on content (intelligibility, conciseness, relevance, and adequateness), usability (easiness, navigability, attractiveness, and engagement) and learning resource (capacity to inform, to promote reflection, to promote resignification, and to be used in
various ways), allowing participants to rate “yes”, “somewhat”, or “no”. These data were analyzed using simple descriptive statistics
(proportion of subjects, percentages and average in order to summarize information).

Qualitative data were generated through three open-ended questions. Participants were invited to respond if something changed the
way they perceived diversity, difference, or special needs and what it could be, and if something changed how they conceived of inclusion.
Data were analyzed using thematic content analysis (Bardin, 2004) by four researchers, while two senior researchers conducted a simultaneous independent analysis. Analytical categories and themes were defined based on the best level of agreement reached when
comparing the results. The last question invited participants to identify what was most provocative or motivational regarding the videos,
images, texts, and animations (and they were prompted to describe, explain, suggest, or critique). A simple quantification and description of
answers was performed.
A total of 163 participants answered the questionnaire: 57% were teachers, 14% were undergraduate and graduate students, 12%
had jobs related to the field of education, and 17% worked in other fields. Participants reported on how they got in contact with LO
Incluir: 42% experienced it during an undergraduate course; 20% while participating in in-service training; 33% chose the alternative
“others”, and 10% did not answer to this question. The high percentage of people who chose the alternative “others” might be including
the university professors who were invited to participate by email but did not identify themselves as so. As for teachers' school level,
36% of them work in primary schools (students ages 6e14); 23% in preschool (children ages 0e6); 18% in higher education; 11% in high
school; and 12% did not answer to this question. The percentage of participants working in higher education confirms that university
professors did participate but did not identify themselves specifically in the category of participants that were invited by email.
Seventy-three percent claimed to have already had students with special needs. The average number of years of teaching experience
was 12.36.

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2.2. Results and discussion
Participants (N ¼ 163) responded very positively to both the technical as well as the pedagogical aspects of LO Incluir in the close-ended
questions (Table 1):
Although all items were very positively rated, we observe that usability is the aspect that deserves a closer review, especially in terms of
user-effective navigation. This may reveal a difficulty when creating learning objects intended to invite users to a free and non-hierarchical
navigation, as mentioned in item 1.5. However, the results suggest that the problems found do not overshadow the positive qualities.
The total number of participants who answered the two open-ended questions was 130. The questions were: a) has anything
changed in your way of thinking about diversity, difference or special needs? Please explain; b) has anything changed in your way of
thinking about inclusion? Please explain. The answers were analyzed as a unique corpus. A preliminary examination of the data was
made searching for recurrent themes, which were then grouped together in three analytical categories that allowed us to understand
whether the LO was capable of promoting reflection on inclusion and resignification of teachers' practice. Table 2 illustrates the process
of analysis:
The category “perceptions about the other and inclusion” consisted of answers that expressed a different way of perceiving the possibilities of the people with SEND (first theme), or in the way the participant perceives him/herself and the other (second theme). In the first
case, we can observe that the person with SEND comes to be seen in a more positive fashion:
“For me yes, it changed my way of thinking about and admire even more those people who have certain limits. How special they are, and they
make a difference. They are admirable people, their willpower is spectacular.” (P 90)
“Yes, the videos show many realities, often we do not believe what people with disabilities can do, considering that the so called “normal”
people often do not have the capacity to do so.”(P 113)
“Yes. One can perceive the difficulty of the other, putting yourself in the shoes of the one who is included, you get a bigger view, and things are
not easy!”(P 115)
This kind of answer reveals that the LO was an efficient instrument in provoking users to resignify the way they perceive what is
commonly seen as a disadvantage or a disability. The item named Leaning resource in Table 1 also pointed that the LO is capable of promoting resignification. This is important, considering that 73% percent of participants who identified themselves as teachers have already
had students with special needs. For inclusive education to be effective, changes in the expectations and beliefs teachers have about students with SEND are mandatory, as well as the capacity to thoughtfully consider the experiences of others (as very explicit in P 115).
The presence of negative attitudes like stigma and discrimination in some of the answers reinforces the need to provide teachers and
student teachers the appropriate education for inclusion. This is one example of change that at the same time denotes previous negative
attitudes: “The way you see the student as a person who is capable and not as a poor thing” (P 15).
The second theme was less frequent; however, it seems very important because these participants seem to have been able to deconstruct
previous meanings attributed to oneself and the other. This kind of answer allows us to think of a deep process of reflection. Participants
seem to surpass the traditional and dichotomist organization of the world that separates the so-called “normal” individuals from the ones
that for one reason or another do not fit this group and they move to a more dialectical and complex view. The following excerpts are good
examples:
“Navigating in Learning Object Incluir, added to my previous knowledge about inclusion and my experiences in the classroom, confirm that in
fact we are all different and that as a teacher we must understand that this does not necessarily make the individuals abnormal. Working with
the different is the challenge for all those involved, with the need of acceptance and preparation.” (P 127)
“I realized that the subjects of inclusion are all people.” (P 88)
“We were talking/thinking on how we are apparently normal and efficient and what are our limits and what is to be efficient.” (P 124)
Navigating LO Incluir seems to have provoked questions and generated disturbances in some users' conceptions. To deconstruct
meanings previously attributed to oneself and the other, an intense cognitive movement between the subject (user) and the environment

Table 1
Technical and pedagogical aspects of LO Incluir.
Categories

Content

Usability

Learning resource

Intelligible
Concise
Relevant
Adequate
Easy to use
Easy to navigate
Attractive
Engaging
Informing
Promoting reflection
Promoting resignification
Being used in various ways

Yes

Somewhat

No

n

%

n

%

n

%

154
161
162
160
147
139
153
149
159
159
155
155

94.5
98.8
99.4
98.1
90.2
85.3
93.9
91.4
97.5
97.5
95.1
95.1

9
2
1
3
16
22
8
12
4
4
7
6

5.5
1.2
0.6
1.9
9.8
13.5
4.9
7.4
2.5
2.5
4.3
3.7

0
0
0
0
0
2
2
2
0
0
1
2

0
0
0
0
0
1.2
1.2
1.2
0
0
0.6
1.2

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Table 2
Analytical categories and examples of quotations extracted from the answers.
Analytical categories

Themes

Examples

Perceptions about the other
and inclusion

The possibilities of the other
New meanings to oneself
and the other
Changing concepts

They are examples of overcoming difficulties, with or without disabilities not in spite of it;
We live in a society where people are different; in reality, we are all different

Understanding of inclusion

Teachers' practice

Extending concepts
The difficulties
The possibilities

Makes us think about diversity, not only in relation to people with special needs but to all
the differences
It helped to clarify doubts; increased my knowledge; amplified my conceptions
We are not prepared; we don't know how to help; there is no structure in the schools
Think about new strategies; it is necessary compromise and responsibility;
adaptations for the learning process;

(in this case, LO Incluir) is required. Openness to new possibilities of understanding the world involves making inferences, experiencing new
possibilities, coordinating actions, and making abstractions (Nevado, 2007; Piaget, 1987). With this, the subject builds new possibilities. In
other words, a virtual field of possibilities is accessed and new meanings for oneself and the other may be engendered.
The second category focuses on the examination of how the object might have helped to increase the understanding of inclusion. The
first theme, named “changing concepts”, allows us to think that LO Incluir seems to have had a deep affect on changing previous ideas and
concepts. This excerpt points to very specific changes that have had an impact on this teacher's practice:
“My way of thinking about diversity, difference, and special needs changed. I was able to think about diversity, about being different, put myself
facing the other, causing a change in the way of perceiving, analyzing, and reflecting as I navigated the different modules in the object. I
emphasize the module about teaching. With this one, I could think of a new paradigm to myself regarding these differences, relations, and also
the adjustments we face when we “try” to include these differences in our schools.” (P 36)
Most answers that could be categorized as related to understanding, however, indicate the LO has a less in-depth effectdthat is, an effect
more related to extending the concepts that the subject is building, or has built, based on several previous experiences such as their teaching
practice or other studies:
“By reason of being enrolled in a course on inclusion and based on the readings I've done, I had an idea regarding diversity and difference, but
the Learning Object Incluir accentuated and added to my way of thinking about these issues.”(P 67)
“There was a further deepening of some thoughts about diversity, teaching, and limits. On the issue of deafness, there was a review of knowledge
gained from other learning objects.”(P 151)
However, it is important to remember that this LO is not intended to be a “complete” educational experience. As stated in item 1.3, this LO
was thought to be used as a complementary tool. The pedagogical value of LOs can only be fully defined when the context of use and the
instructional arrangements are also considered (Nurmi & Jaakkola, 2006). Based on the point of view of constructivism, the context of use
and the instructional arrangements must be capable of mobilizing subjects to think, destabilize certainties and trigger provocations.
The answers grouped in the analytical category entitled “Teacher's practice” lead to a more delicate terrain. We sometimes think of
inclusion in a general, abstract manner (concepts, ideas, values, and so on). The picture is somewhat different when it comes to daily life in a
classroom. Two different themes emerged, one that shows teachers thinking about new possibilities and one that shows teachers pointing
to their difficulties. The participants who answered negatively to a possible contribution of the LO to a change in the way they perceive
diversity, difference, or special needs and the way they conceive inclusion, pointed: to the difficulties that surround inclusion and to how
teachers feel inclusion was imposed on them (P 146); to the lack of structure in the schools (P 59); and confessed to a lack of preparation (P
146 and P 59). Examples are:
“Maybe it helped to raise doubts about this concept of inclusion. I say this because I have a student with moderate mental retardation and
autism, and the process that is offered of inclusion makes me doubt about its effectiveness or adequacy for these students. I am not against
inclusion, but I am against the way many school systems have imposed such inclusion on teachers. These students come into our classrooms
with a particular diagnosis and we have minimal preparation to make a real inclusion. We still need to study hard … and put into practice all
these learnings.” (P 146)
“Despite all the valid arguments that are in the LO, after some period in teaching in a public school, I realize that the best inclusion is not
inserting the person with disability in the classroom as we have today. The teacher who is there is not ready and the schools have no structure.
Thinking about an ideal school, where we would have few students per teacher, then yes it would be possible to include the way it is argued in
the texts of the LO.” (P 59)
Although the infrastructure can be questioned in a very practical and realistic manner (as shown in items 1.1 ad 1.2), it is also true that
many times the subjects may avoid reflecting about themselves using the strategy of blaming others (the state, the infrastructure, the lack of
economic resources, and so on). It is a way of thinking that excludes the subjects' own responsibilities. It is hard to disregard this reflection
exactly because the complaints are reasonable.
Participants that focused on the possibilities commented on the adaptations and movements needed with what it seems to be hope and
willingness to change the way the school is thought of and maintained in most settings. Teachers seem to include themselves when
considering the need for change:

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209

“[My ideas] have been changing for some time. As a result of navigating LO Incluir I feel that this change becomes more evident and necessary.
Change that invites us to ‘displace’ ourselves to understand that we need to act, because our usual way of teaching no longer meets the needs of
all.” (P 119)
“Yes, because one can see that the educator needs training, knowledge, insight, commitment, and responsibility for that to happen inside and
outside the classroom. For me, what has changed is the view that it is necessary to have a commitment to the existing public policies.”(P 118)
“Yes, I realized that inclusion is a consequence of a quality education for all students. It provokes and requires new attitudes from the school. It is
one more reason to modernize education and to [help] teachers improve their practices.”(P 42)
“I was able once again to reaffirm my idea that inclusion is being OPEN without prejudice and full of creativity and flexibility! Willing to be
challenged every day because we are the result of a culture of standardization!” (P 137)
These answers also relate to the way these teachers perceive themselves as being responsible for changing attitudes. More specifically,
they illustrate a critical reflection about their teaching practice (P 119 and P 118) and a critical reflection about the school culture (P 42 and P
137). This indicates that the LO has affected participants beyond information transmission or reproduction of concepts.
The last open-ended question was answered by 99 participants, and not all of them cared to identify what was more provocative or
motivational in the four aspects presented (videos, images, texts, and animations). Explicitly positive opinions were 57 regarding the videos,
58 the images, 72 the texts, and 56 the animations. Opinions classified as positive sometimes ranged from very simple answers like “the
videos are great”, “the animations are good” to more elaborate ones, such as:
“[The videos] because they were representative and also had significant information about various characters who made history.”(P 23)
“All texts are interesting and stimulating. The vocabulary is accessible, understandable and they bring practical content, without becoming a
tiring or discouraging reading.”(P 50)
“The animations enable interaction which makes us better identify with the situations and subsequently we became aware of the situation. (P 29)
Criticisms and suggestions were few (six regarding the videos, texts and animations and three regarding the images). They refer to the
size of the videos or their presentation format (full screen, subtitles), poor resolution, addition of controllers for pause/play/volume, or
addition of other videos and stories. Participants also referred to the need for the insertion of pictures, more explanations or links in the
timeline, general improvement of pictures, hyperlinks in the texts, information regarding laws, more interaction in some animations and
extra explanations are referred as well. Other answers were general comments about the object or about inclusion, or answers in which
participants named a video, image, text, or animation they liked but did not describe, explain, suggest, or criticize. The small number of
criticisms and suggestions in this open-ended question is consistent with the positive quantitative evaluation of content, usability and
learning resource described in Table 1.

3. Conclusions
Navigability was the aspect that was not evaluated as positively as the rest. This feedback helped us to focus on improvements to facilitate
effective user navigation. We reviewed all the patterns of the links aiming to avoid disorientation, repetition, and unnecessary backtracks.
We also chose more intuitive and standardized symbols, reviewed colors, and redefined the main menu. A concept map will be included in
the new version of the LO that is under construction. The view of the learning object from the perspective of the participants is extremely
helpful to correct planning, design and development mistakes, and to improve items when possible.
As a complementary tool for teacher education for inclusion, LO Incluir has proven to be a useful resource. Through the qualitative
evaluation, we were able to identify examples of movements of construction and reconstruction of knowledge. Therefore, we understand
that the pedagogical framework chosen is coherent with the aim of promoting reflection and was able to sustain the conception and
development of this LO. Learning objects might have a more pragmatic approach or have a more informative or instrumental purpose. For
those situations, different learning theories or a combination of learning theories might be more appropriate.
How deep discussions will be and how far the resignification of the way teachers perceive the other and the process of inclusion will
depend greatly on how the LO is integrated in classroom or distance learning experiences in pre-service or in-service teacher education. Our
work allows us to visualize one perspective on how to enhance this process.
There is no such thing as a final answer to the challenges and dilemmas of educating teachers for inclusion. Education is complex and this
is most certainly true of inclusive education. As well, there are also complexities from one country to another and differences between
regions within a country. Brazil can certainly attest to these challenges.
Two new grants from Brazilian funding agencies are allowing us to make these improvements and to develop a version of the LO
compatible with mobile devices, using html5. This version will include translation into English and Spanish and two new modules, one about
physical disability and the other about intellectual disability.

Acknowledgments
We thank Donald Cochrane, University of Saskatchewan, for his writing assistance. We were supported by funding from Brazilian National Counsel of Technological and Scientific Development (CNPq, 43/2013 - MCTI/CNPq/MEC/CAPES) and State of Rio Grande do Sul
Research Support Foundation (Fapergs, 001/2013-PQG).

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C. Alquati Bisol et al. / Computers & Education 85 (2015) 203e210

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