Information and Communication Technology for InclusionICT4I project

The European Agency for Special Needs and Inclusive Education

The Agency is an independent organisation that acts as a platform for collaboration for its 29 member countries, working towards ensuring more inclusive education systems. The Agency’s mission is to help member countries improve the quality and effectiveness of their inclusive provision for all learners.

For more information visit: www.european-agency.org

The ICT4I project• ICT for inclusion was agreed as being a priority for the

European Agency for Special Needs and Inclusive Education member countries in the 2010 Country Survey.

• The aim of the project which ran between 2012 and 2013 was to collect information on the use of ICT for Inclusion – that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.

ICT for Inclusion

ICT4I is an update project built on previous Agency work in this area:• Information Communication Technology in Special Needs

Education (1999–2001)

• ICTs in Education for People with Disabilities – Review of Innovative Practice 2010/2011) conducted jointly with UNESCO Institute for Information Technologies in Education (ITE)

Focus on 5 key propositions linked to the UN Convention on the Rights of Persons with Disabilities

1. ICT should be considered as a key tool for promoting equity in educational opportunities

2. Access to appropriate ICT should be considered an entitlement

3. Training of educational staff in the use of general and specialist ICT must be considered a priority area

4. The promotion of ICT research and development requires a multi stakeholder approach

5. Data collection and monitoring in the use of ICT in inclusion should be considered an area requiring attention at all levels of educational provision

ICTs to promote equity in educational opportunities (1)

• ICT in education for people with disabilities should not be seen as an end in itself – it should be seen as a means, or a tool for increasing effective access to and meaningful participation in educational opportunities

• The use of ICT in education for people with disabilities needs to be geared towards supporting inclusive education

ICTs to promote equity in educational opportunities (2)

• The availability of ICT for people with disabilities must be viewed within a continuum of educational opportunities across lifelong learning

• The implementation of ICT in education for people with disabilities must take a systemic approach

Access to appropriate ICTs (1)• Promoting positive attitudes towards the use of ICTs

within different stakeholder groups may be as important as providing learners with a range of specialist ICTs

• A consideration of the possible ‘synergy’ of combined barriers to learning should to be considered in determining the appropriateness of ICTs

Access to appropriate ICTs (2)• Access to appropriate ICTs in different lifelong learning

contexts – including home based situations – often requires input from professionals coming from different fields

• All learners with disabilities are involved in and have opportunities to influence the decisions made regarding their access to ICT

Training of educational staff • Teacher education should provide information that makes clear

the theory and rationale for using ICTs to support learning of people with disabilities, as well as practical experiences in implementing ICT tools and approaches

• Teacher education for all teachers – mainstream and specialists – should take a developmental, competency approach

• There is a need for more careful examination of successful approaches to this combined, embedded model of teacher education

Promotion of ICT research and development

• The end users of technology – people with disabilities and their families and caregivers – must be involved in its design and development

• There is a need to support networks involving all stakeholders in the use of ICT in education for people with disabilities

• Both research and development initiatives as well as action plans for making technological tools available in education and training need to operate within a coherent and well co-ordinated policy and provision infrastructure

Data collection and monitoring • ICT in education for people with disabilities must be

considered a ‘trans-sectoral’ field

• In order to avoid confusion between stakeholders, a shared language for the use of ICT in education for people with disabilities is needed

• All countries need to track the implementation of their policies for ICT and education, both generally and specifically in relation to the education of people with disabilities

Project outputsAll project results can be found on the project web area:http://www.european-agency.org/agency-projects/ict4i• ICT for Inclusion – Development and Opportunities for E

uropean Countries summary report

• Literature reviews (policy and research)• Country reports • Database of country resources identifying examples of

innovative practice and research literature abstracts• International resources• Glossary

More information

www.european-agency.org

European Agency for Special Needs and Inclusive EducationØstre Stationsvej 33DK-5000 Odense CDenmarksecretariat@european-agency.org

This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.The Lifelong Learning Programme ran between 2007 and 2013.