Accessible software for early maths education

Students presenting learning disabilities may have trouble accessing some educational tools, including software. In this paper we analyse what accessibility might mean when referred to content, strategies and interface of educational software. We point out how a very precise analysis of these components should be made in order to allow learning-disabled pupils to make good use of them. Based on this discussion, we conclude that the accessibility of a software application does not only depend on its characteristics, but also on how it is used in relation with each pupil's learning objectives and current cognitive level, as well as the whole educational setting.