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Information and Communication Technology for Inclusion
ICT4I 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 outputs
All 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
European 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 Education
Østre Stationsvej 33
DK-5000 Odense C
Denmark
secretariat@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.

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ICT for Inclusion project

  • 1. Information and Communication Technology for Inclusion ICT4I project
  • 2. 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
  • 3. 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.
  • 4. 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)
  • 5. 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
  • 6. 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
  • 7. 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
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. Project outputs All 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 European 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
  • 14. More information www.european-agency.org European Agency for Special Needs and Inclusive Education Østre Stationsvej 33 DK-5000 Odense C Denmark secretariat@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.