Multimedia Distance Learning Environment Khadidja Harbouche Department of Computer Science, Engineering science faculty University Ferhat Abbes of Setif, Algeria harbouchek@yahoo.fr Mahieddine Djoudi Laboratoire SIC et Equipe IRMA UFR Sciences SP2MI, Université de Poitiers Téléport 2, Boulevard Marie et Pierre Curie, BP 30179, 86962 Futuroscope Chasseneuil Cedex, France mahieddine.djoudi@univ-poitiers.fr Abstract We present in this paper a multimedia distance- learning environment. The multimedia supports accessibility and the access to the knowledge for all. Our aim is to make the training system truly accessible by the disabled persons, according to three principles: knowledge availability, users’ extensive and personalized assistance and system flexibility. The incorporation of computer science and telecommunications has profoundly changed the implementation problems of learning systems. A distance learning environment is an individual and customizable implement allowing every user to have access, in a simple way, and across networks, to the communication tools, services and digital means, which he needs for his activity.The implementation of such environment is becoming possible by the development of the Internet / Intranet and the appearance of Multi Agents Systems "MAS". In our model, human users and artificial agents carry out tasks in the disabled learners’ service. We define the internal structure of our kernel supposed to work within Internet/Intranet settings. It is claimed that the agent-based technology is a suitable approach for two main reasons: agents are a natural metaphor of human acts, and the learning systems are usually complex. 1. Introduction For the disabled persons, the equal rights to education and work pass by positive actions: it is not enough that this right is proclaimed it must especially be guaranteed in practice [10]. The disabled people access to the training hits to some obstacles, such as: the equipment, insufficient means of displacement, geographical distances, climate, rhythms of lesson are not diversified according to individual constraints, and the media used are not usable by all. With the explosion of Internet and the development of the web, the knowledge constantly updated, goes towards the learners especially those that have a particular rhythm of life, irregular because of tiredness, functional rehabilitation, etc; or those who have multiple sclerosis. 2. Knowledge availability At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (i.e., voice, video, data, and print), often in concert with face-to-face communication and is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment [1], [16]. The statement that there are not almost activities in e-learning for the disabled people in the Arab world and in more particular in Algeria because of, perhaps, the fact that the e-learning experiments in these countries in progress are in a limited number in addition to the miss of coordination, pushed us to think a manner to enable the disabled persons. Our objective is to create necessary resources to make of a distance-learning situation an acceptable equivalent of face-to-face situation, while authorizing ICTA’07, April 12-14, Hammamet, Tunisia