InClusion Team (ICTeam)
Inclusion Team for ICT and Special Education
In the 2018 International Computer and Information Literacy Study by European Union, it is set that digital competence constitutes an essential skill for participating in a technology-driven world. This also applies to students with disabilities/special needs. Learners with disabilities/special needs cannot participate in civic and social life in today's world without handling basic skills in ICT.
Yet, schools and other non formal education organisations do not always support development of digital competences for learners with special needs, both youth and adults. The objective of the project is to exploit digital learning environments aiming to reinforce the development of ICT competences for learners with special needs/disabilities. The project aims to create a learning community where Universities, schools, teacher training centre and NGOs exchange good practices of teaching ICT to students and adults with special needs. The participating parties aim to provide training for educators and enhance the availability of good quality learning tools and resources. This will be done under the pedagogical guidance of the University of La Laguna and the University of Lisbon.
More specifically, the project has four objectives:
a) short term staff training events during six LTTAs
b) pilot studies of educational material and learning scenarios for Special Education at partners
c) ICTeam Toolkit (Intellectual Output) for educators in formal and non formal education
d) website
The project is initiated by 1. Fyllingsdale High School in Bergen, Norway. The partners are Universities, Secondary Schools, a public teacher training centre and NGOs with educational background as follows:
Spain
2. University of La Laguna, EDULLAB Research Group, La Laguna
3. Secondary School IES El Sobradillo, Sobradillo
4. CEP La Laguna public teacher training centre, La Laguna
Portugal
5. University of Lisbon, Instituto de Educação, Lisbon
6. Secondary School Agrupamento de Escolas de São João da Talha, Lisbon
Greece
7. Secondary School of Gennadi, Rodos
8. Secondary School of Zipari, Kos
9. NGO ICON Greece, Rodos
The project takes into account five key propositions for the use of ICTs in education, as identified in United Nations Convention on the Rights of Persons with Disabilities. The six LTTAs that will lead to the design of Intellectual Output ICTeam Toolkit include the following modules
1. ICT and SEN
2. Assistive Technologies for SEN
3. Social approach to ICT for SEN
4. Inclusive ICT for SEN
5. Training of staff for specialist ICT
6. Toolkit and Website
There are also six Multipliers events, related to modules of LTTAs and modules of Intellectual Output ICTeam Toolkit.
The transnational value of the project lays on the fact that special education is organized differently for SEN learners, both students and adults. There are cultural differences and differences between schools and non formal education actors. It is essential to take into account the needs and wishes of the learners and their parents. Some schools have auxiliary teachers in the classroom, while others choose to divide into groups. In special education you can advantageously use different aids and special programs. Non formal education organisations usually offer to students complimentary services outside formal education; they also offer adult training. In a project like this, participants will learn and exchange different teaching practices, teaching materials, ways of organizing, collaborative ways and establishing new good suggestions for special education.
The partnership of the project fosters cross sectoral and cross cultural collaboration to consolidate insights from formal and non formal education. Universities will implement the training course, will have the pedagogical guidance of the project and will be responsible for Intellectual Output. Schools will suggest and apply pedagogical practices to reinforce ICT skills for students with Special Needs. NGOs will contribute experiences from informal and non formal educational activities and will work with families of students to enrich social aspect of learning in Special Education.
The results expected during the project and on its completion is a strengthened capacity of the participating organisations to provide more attractive education programmes for learners with disabilities/special needs. We hope for a more modern and committed school environment where one is ready to integrate good ICT practice and methods for Special needs education into daily activities, and a reinforced responsibility to the challenges of democratic values and fundamental rights, social inclusion, non-discrimination and active citizenship. Learners with disabilities/special needs participate in learning activities that results in basic skills in ICT and thus have an increased opportunity for those of disadvantages.
