Recursos digitales accesibles en Scratch como apoyo al aprendizaje inclusivo.

Abstract

The main aim of this study was to systematize the innovative practice concerning the implementation of the Scratch programming resource in the creation of accessible digital tools aimed at inclusive learning. This was based on the experience of the project Young Programmers with Scratch in Virtual Classrooms: Resource Creators, carried out with Year 7 students of Basic General Education during the period from 2020 to 2022. The research followed a qualitative approach, employing focus groups and individual interviews through a semi-structured questionnaire. The participants included 18 students, organized into two groups of nine, 15 teachers, and two school leaders. The findings highlighted the project's capacity to adapt content and methodologies from an inclusive perspective, fostering student participation as well as personal autonomy, creativity, and logical thinking skills. The experience demonstrated that Scratch, as an accessible digital resource, enhances educational inclusion by promoting active, creative, and contextualized learning, particularly in diverse and vulnerable settings.