Villalba de Benito, María TeresaCastilla Cebrian, GuillermoEscribano Otero, Juan JoséPuertas Sanz, Enrique2017-12-192017-12-192017Villalba, M., Castilla, G., Escribano, J.J., & Puertas, E. (2017). M-learning in human rights education for children with intellectual disabilities. In The 4th. Symposium of Human Rights Proceedings (August 6-8 2017, Hiroshima, Japan).2432-1443http://hdl.handle.net/11268/6930The Convention on the Rights of Persons with Disabilities (CRPD), approved in 2006, has been ratified by 160 countries. The CRPD defines 23 fundamental rights and freedoms that all persons with intellectual disabilities (ID) of any kind should enjoy. Easy reading guides have been developed, in order to make it easier for people with IDs to understand and exercise their rights. Despite having been improved and adapted with the help of people with disabilities, in Spain these guides have not proved to be a valid learning (or motivational) tool for children with IDs to identify and know how to apply their rights. To make children, their families and environment aware of their rights from an early age is essential to prevent future abuse. The data collected in Spain in 15 special education schools from a total of 139 children indicate that the knowledge in this area is very low (81.3% were unaware of their rights), which is also true for their families (72.1%). Due to the absence of work in this area, a mobile app has been developed, specifically for children with ID, in order to using the Digital Storytelling methodology to explain each right. The app is expected to reduce the existing digital divide and thereby digital exclusion. After the use of the app during the third quarter of the 2015-16 academic year in 15 special education schools in Spain, there has been a significant increase in learning in all rights both by children (31.7%) and their families (45.5%).engconference outputrestricted accessEnseñanza a distanciaNiños con discapacidadEducación a distanciaNiño impedido