Digitalisation and inclusion are, however, considered separate topics in the early education levels, which causes difficulties.
Teachers still lack digital competences. Initial teacher education and continuing professional development must continuously address this. The ability to use digital technologies, media education and assistive technology is important, but so is the ability to select digital learning content and design inclusive learning environments addressing individual learners’ preferences, competences or skills.
Teachers must make ethical decisions and assess pros and cons when implementing digital tools in their teaching, for example, regarding data protection and new technologies’ practical requirements. Ethical guidelines to help teachers make decisions about inclusive digital teaching are lacking.
More information on Inclusive Digital Education is available in the Inclusive Digital Education report and the associated Policy Brief.