Inclusive ICTs in Education_Techshare India 2014

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Presentation at Techshare India 2014 by Amy S. Glodman, Co-Executive Director, Institute on disabilities, Temple University, Philadelphia, Pennsylvania USA.

A model policy framework developed by UNESCO and G3ict with the European Agency

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Inclusive ICTs in Education_Techshare India 2014

  1. 1. Inclusive ICTs in Education: A Model Policy Framework Amy S. Goldman, Co-Executive Director Institute on Disabilities, Temple University Philadelphia, Pennsylvania USA A model policy framework developed by UNESCO and G3ict with the European Agency, in collaboration with educators, public sector and private sector experts from around the world following sessions organized by UNESCO in the context of the World Summit on the Information Society A collaborative work made possible by a grant of the Microsoft Corporation www.g3ict.org
  2. 2. WHY INCLUSIVE ICTS IN EDUCATION? Societal trends, educational trends, technology development, and the UN CRPD Slide 2
  3. 3. Societal Trends  Integration of people previously excluded from society  Universal design  Self-advocacy/disability rights movement  Recognition of the importance of ICT skills for future success in life (employment, economic self-sufficiency)  Values of a Civil Society as embodied in the UN CRPD Slide 3
  4. 4. Educational Trends  Inclusive education: ALL learners  Universal design for learning  Personalized learning  UNESCO’s strategies, e.g. positions on (accessible) ICT competencies for teachers Slide 4
  5. 5. Technology trends  Availability of internet service in the community  “Digital  Mobile  Cloud natives” technologies technology Slide 5
  6. 6. Technology trends and ICT in education  Availability  Increasing schools of computers access to “wired”  Educators who have ICT skills and/or availability of ICT/IT “supports” in schools  BYOT to support student engagement Slide 6
  7. 7. Accessible ICT and Students with Disabilities  Policy convergence  Implications for “lifelong learners”  Accessibility features in generic technologies (no additional cost)  Improvements to WWW accessibility  Mobile technology “apps” as viable (lower cost) alternatives to dedicated devices when appropriate  Other options in commercially-available AT Slide 7
  8. 8. ICTs in Inclusive Education Model Policy A living document  To be customized by each country for relevance A needs assessment instrument A blueprint for short-,mid- and long-term action A tool for benchmarking progress Slide 8
  9. 9. The Model Policy Builds on…  Previous work from UNESCO and G3ict (Teacher competencies for Accessible ICT [2012]; WSIS+10 Review Event [2013]; contributions and peer review from international experts in accessible ICT and inclusive education)  Feedback from participants in this and future sessions  Feedback countries from implementing Slide 9
  10. 10. Vision  Inclusive ICTs are used effectively in education to enable all learners – including but not limited to those with disabilities – to learn according to their individual learning preferences and to promote long term social inclusion and employment opportunities Slide 10
  11. 11. Goal  To provide access to an appropriate learning environment that is supported by inclusive ICTs for learners with disabilities.  Outcome: Learners with disabilities are able to effectively use inclusive ICTs for life-long learning Slide 11
  12. 12. Policy Structure  Forward  Glossary  Preamble  National Mandate  Policy Objectives  Policy Actions  Developing a National Implementation strategy  Budget and Financing Slide 12
  13. 13. Policy Objectives  Learner level (2)  Organization  Systems level (1) level (5) Slide 13
  14. 14. Policy Objectives: Learner Level  Inclusive ICTs are tools to facilitate participation and inclusion. Learners identify their accessibility needs and preferences (“built in” features in accessible ICT, “dedicated” AT) to achieve “personalized learning” and are empowered to communicate those needs to others.  Inclusive ICTs are available in educational settings and are transferable to other contexts Slide 14
  15. 15. Policy Objectives: Organization Level  Educational organizations and the professionals working within and around these organizations are effectively supported to use ICTs to increase participation and learning opportunities for learners with disabilities. Slide 15
  16. 16. Policy Objectives: System Level  All stakeholders agree inclusive ICTs can improve participation and increase educational opportunity  An effective infrastructure for inclusive ICT is developed and maintained within all educational settings (including procurement, maintenance, training and support). Slide 16
  17. 17. Policy Objectives: System Level (more)  There is on-going dialogue and consultation among stakeholders including learners with disabilities, their families and advocates, educators, community rehabilitation service providers, and other professionals.  Research and development efforts for new ICT tools involve users with disabilities and result in accessible ICTs. Slide 17
  18. 18. Policy Objectives: System Level (more) A plan exists for evaluating the success of policy implementation, including data collection and shortterm, mid- and long-term benchmarks. Slide 18
  19. 19. Policy Actions  Where are we today? Where do we want to be?  What are the baseline requirements for policy implementation and are they reasonable, measurable and achievable?  What actions will we (who?!) take? In what order? What resources do we need? how long will it take?  How will we know we have achieved the objectives? What information do we need to collect, how often? How will we share the results? Slide 19
  20. 20. Prioritization and Localization  Assessment of status of education and inclusive ICTs on the local and national levels will result in prioritization and individualization of the policy to respond to local and national needs.  Assessment should involve multiple stakeholders to develop a shared understanding of needs, existing infrastructure/supports, and specific actions needed to promote change. Slide 20
  21. 21. Possible Beginning Actions  Awareness raising  Interdisciplinary training  Training the trainers (including post-secondary institutions)  Supporting educational leaders  Identifying and supporting local/regional models of success (where they exist) Slide 21
  22. 22. Identifying Responsibility for Implementation  Key involvement of the Lead Ministry who can authorize actions and ensure links among different sectors  New structures/appointments e.g. Chief Accessibility Officer  Maintain broad stakeholder involvement and oversight e.g. formation of an advisory committee Slide 22
  23. 23. FIRST RELEASE: NEW DELHI FEBRUARY 18, 2014 For more information, visit G3ict, Global Initiative for Inclusive ICTs, http://www.g3ict.org and UNESCO www.unesco.org Slide 23

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