The document outlines the objectives and operations of the ICT4IAL project by the European Agency for Special Needs and Inclusive Education, focusing on inclusive education and the necessity of accessible information for learners with disabilities. It emphasizes the importance of Information and Communication Technology (ICT) as a tool for enhancing learning access and participation in society, while providing a set of policy recommendations to promote equity in lifelong learning. The project also aims to develop practical guidelines for accessible information provision, fostering collaboration and knowledge exchange among various stakeholders.

1. ICT4IAL
European Agency for Special Needs
and Inclusive Education
Marcella Turner-Cmuchal

2. The Agency Member Countries

3. Currently
• National networks in 28 European countries: Austria,
Belgium (Flemish and French speaking communities),
Cyprus, Czech Republic, Denmark, Estonia, Finland, France,
Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia,
Lithuania, Luxembourg, Malta, Netherlands, Norway,
Poland, Portugal, Slovak Republic, Slovenia, Spain,
Sweden, Switzerland, United Kingdom (England, Northern
Ireland, Scotland and Wales)
• Main secretariat in Odense, Denmark and European
Liaison office in Brussels, Belgium
• 18th year of operations

4. Funding
The Agency is financed by:
• The member countries’ Ministries of Education
• European Commission as one of the 6
organisations supported by the Jean Monnet,
Erasmus+ Programme

5. Mission
• The Agency is a permanent network of
ministerial representatives acting as the member
countries’ platform for collaboration regarding
the promotion of quality and equity in education
as a means to achieving social cohesion

6. Focus
• The Agency’s main focus is upon inclusive education
within its widest interpretation – that is dealing with
learner difference and diversity in all educational
settings as a quality issue.
The Agency’s work is essentially concerned with how
the achievement of all learners at all levels of
inclusive lifelong learning can be improved in a
meaningful way that enhances their life chances and
opportunities for actively participating in society.

7. Defining terms
Accessibility
Information
Special needs
Inclusion
Equity in education

8. ICT in education for learners with disabilities
and SEN
• UN figures – half a billion people with disabilities
worldwide
• 10% (a conservative estimate) of European
population has some form of disability
• 2% - 18% of the total school population
(temporary or permanent educational needs)
• ICT is increasingly seen as a major tool in
meeting all learners’ individual learning needs
• Knowledge Society for All is far from a reality for
all European school pupils

9. Why is accessibility of
information relevant for learning?
Learners with disabilities and special
needs must be able to access information
relevant for learning in order to be present
in a learning environment, participate in
learning and to achieve.
In meeting the specific needs of this
learner group, a wider access for ALL
learners is provided.

10. ICT as an opportunity...
There are two strong arguments for providing
accessible information for learning –
1. Access to information is a human right
2. Providing accessible information is more
economic
Accessible ICT has the potential to create
synergies, which may equally benefit people with
disabilities and special needs, the ageing
population as well as all members of society.

11. Disability and the Digital Divide
• People with disabilities are at risk of being
doubly disadvantaged if their access to
appropriate ICT is not supported
• They risk becoming one of the main groups
experiencing the growing digital divide
• In addition, if some of their basic needs
that could be addressed through the use of
adaptive technology are not met, they risk
further social exclusion

12. Relevance of ICT in Agency projects
• ICT in Special Needs Education (1999 - 2001)
• SEN-IST-network (2000-2003)
• ICT in Education for People with Disabilities – Practice
Review (in collaboration with IITE)
• Model policy for inclusive ICTs in education (in
collaboration with UNESCO and G3ict)
• Accessible Information Provision for Learning (i-access)
• ICT for Information Accessibility in Learning (ICT4IAL)
• ICT for Inclusion

13. i-access: Guiding Principles for
Accessibility
• Rights Principle: Access to information is a fundamental right - it
empowers learners and facilitates their participation in society. This
access must be provided in the earliest phases of learning and
accompany a learner throughout their lifetime.
• Structural Principle: It is vital that any policy or recommendation does
not regard technology as an end in itself. The systemic factors that
determine the use of tools for lifelong learning must be recognised and
considered.
• All-Inclusive Principle: Accessible information provision needs to be
considered in its widest interpretation to include people with all forms
of disabilities and/or special educational needs.
• Synergy Principle: Accessibility benefits users with disabilities and/or
special educational needs and may often benefit all users.

14. Recommendations for Policy
1. Raising awareness about accessible information for lifelong learning as
a rights issue.
2. A multi-stakeholder approach based upon co-operation and information
exchange should be taken.
3. Issues around accessible information provision should be covered in the
education of all professionals involved in lifelong learning.
4. Issues around accessible information provision should be covered in the
education of ICT and media professionals.
5. Accessibility should be a guiding principle for procurement of all goods
and services.
6. Research should be promoted in order to develop an evidence base for
future policy design, implementation and evaluation.
7. Compliance to policy should be systematically monitored.

15. Development of Guidelines
Build on i-access recommendations

16. ICT for Information Accessibility in
Learning
Network of partners including:
1. European Agency for Special Needs and
Inclusive Education
2. DAISY
3. European Schoolnet
4. Global Initiative for Inclusive ICTs
5. International Association of Universities
6. UNESCO

17. ICT4IAL Aims
1. To raise awareness and increase the visibility
of the issue of accessible information
provision and its relevance for equitable
lifelong learning opportunities,

18. ICT4IAL Aims
2. Support accessible information provision
within organisations through the:
• Development of guidelines building on the
recommendations for accessible information
provision of the i-access project,
• Trialing of the guidelines within 3 organisations
(EUN, IAU and the Agency),
• Evaluating these guidelines and their
implementation.

19. ICT4IAL objectives
1. Knowledge exchange and networking
2. Developing and trialing of practical
guidelines
3. Reflection and evaluation upon
implementation
4. Validation of guidelines
5. Dissemination and exploitation of results

20. Developing of Guidelines
2 Phase approach:
1. Drafting Guidelines based on exchange with experts
and partners
2. Redrafting Guidelines based on input from:
• An International Survey including a document review and
questionnaire
• Implementation of the Guidelines within IAU, European
Schoolnet and the Agency

21. A end-user’s perspective
Inclusive education must become ‘normal’, but
special skills must be learned by a lot of people to
make that happen (Francesco, European Hearing,
2011).

22. More information
https://www.european-agency.org/agency-projects/ict4ial
European Agency for Development in Special Needs Education
Østre Stationsvej 33
DK-5000 Odense C
Denmark
secretariat@european-agency.org
Marcella Turner-Cmuchal marcella@european-agency.org
Klára Somogyi klara@european-agency.org
This project has been funded with support from the European
Commission. This document 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.