INFORMATION AND COMMUNICATION TECHNOLOGY FOR INCLUSION

Developments and Opportunities for
European Countries

European Agency for Special Needs and Inclusive Education

The European Agency for Special Needs and Inclusive Education (the Agency) is an independent and self-governing organisation, supported by Agency member countries and the European Institutions (Commission and Parliament).

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.

Edited by: Amanda Watkins, Staff Member, European Agency for Special Needs and Inclusive Education

e-pub edited by Klára Somogyi, Staff Member, European Agency for Special Needs and Inclusive Education

Electronic versions of this report are available on the Agency’s website: www.european-agency.org

Extracts from the document are permitted provided that a clear reference to the source is given. This document should be referenced as follows: European Agency for Special Needs and Inclusive Education, 2014. Information and Communication Technology for Inclusion – Developments and Opportunities for European Countries. Odense, Denmark: European Agency for Special Needs and Inclusive Education

The Agency wishes to gratefully acknowledge the contributions of all Agency Representative Board members and National Co-ordinators for their invaluable inputs to the project. Their contact details are available on the country pages of the Agency website (http://www.european-agency.org/country-information).

In addition, the Agency wishes to acknowledge the specific contributions of the Project Advisory Group members to the ICT4I project activities generally and this synthesis report specifically:

Mária Kőpataki-Mészáros, Hungary

Elzbieta Neroj, Poland

Roger Blamire, European Schoolnet

Natalia Tokareva, United Nations Educational, Scientific and Cultural Organization Institute for Information Technologies in Education (UNESCO IITE)

Terry Waller, ICT consultant, UK (England)

Marcella Turner-Cmuchal, European Agency for Special Needs Education and Inclusive Education

© European Agency for Special Needs and Inclusive Education 2014

Secretariat

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Email: brussels.office@european-agency.org

Website: www.european-agency.org

Contents

Cover

Title Page

Copyright page

Table of Contents

Foreword

1. Examining ICT4I in European Countries

1.1 Project activities and outputs

1.1.1. Country information

1.1.2. Literature reviews

1.1.3. Identification of examples of practice

1.2 Rationale for the ICT4I project focus

1.3 Concepts underpinning ICT4I

2. Implementing ICT4I

2.1 Policy issues relating to the key propositions underpinning ICT4

2.1.1 ICT as a tool for promoting equity in educational opportunities

2.1.2 Access to appropriate ICT as an entitlement

2.1.3 Training of educational staff in the use of general and specialist ICT

2.1.4 The promotion of ICT research and development

2.1.5 Data collection and monitoring the use of ICT

2.2 Integrated initiatives as a response to policy challenges

3. Recent Developments and Future Opportunities

3.1 Key messages from the 2001 study

3.2 Policy and practice developments positively impacting upon ICT4I

3.2.1 Legislation and policy focussing upon rights and entitlements

3.2.2 Ensuring an accessible and sustainable ICT4I infrastructure

3.2.3 Improving professional training for ICT4I

3.2.4 Empowering schools to use ICT as an effective tool for learning

3.2.5 Developing communities of practice in ICT4I

3.2.6 Empowering learners through their use of ICT

3.3 Future opportunities for ICT4I

3.4 Monitoring ICT4I developments

Concluding comments

References

Annex 1: Glossary

Annex 2: ICT4I Policy monitoring framework

Back Cover

Foreword

Information and Communication Technology (ICT)1 is now part of everyday life for many people. It has an impact on many aspects of society, including education, training and employment, but in particular, is a valuable tool for people with disabilities and special needs. ICT’s potential for improving quality of life, reducing social exclusion and increasing participation is internationally recognised, as are the social, economic and political barriers that inaccessible ICT can create (WSIS, 2010).

Within today’s information and knowledge society, learners with disabilities and special educational needs are among the groups most likely to encounter barriers to accessing and using ICT. This is a key argument within the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) which mandates Convention signatories to:

‘…promote access for persons with disabilities to new information and communications technologies and systems, including the Internet’ (2006, Article 9).2

The essential purpose of using ICT in education for learners with disabilities and special needs is to promote equity in educational opportunities: ‘the use of ICT is not an end in itself; rather it is a means of supporting individual people’s learning opportunities’ (United Nations Educational, Scientific and Cultural Organization Institute for Information Technologies in Education and European Agency for Development in Special Needs Education, 2011).

The European Agency for Special Needs and Inclusive Education (the Agency) has previously been involved in two major activities relating to the use of ICT in education. The first was the Information Communication Technology in Special Needs Education project that ran from 1999 to 2001 and involved 17 Agency member countries. The second was a practice review on the use of ICTs in Education for People with Disabilities, conducted in 2010/2011 jointly with the United Nations Educational, Scientific and Cultural Organization Institute for Information Technologies in Education (UNESCO IITE).

In 2011, Agency member countries put forward ICT for Inclusion (ICT4I) as a topic for investigation during 2012 and 2013. Agency country representatives agreed that the project would focus upon the use of ICT to support inclusion in educational settings. This report presents the main findings and conclusions emerging from this work.

The ICT4I project is based upon contributions from 25 Agency member countries. Clicking on the country name will take you to the country information page on the Agency website: Belgium (Flemish speaking community), Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Slovakia, Slovenia, Sweden, Switzerland, UK - England, Northern Ireland and Scotland.

Agency Representative Board members and National Co-ordinators3 conducted all the information collection activities via their established country networks. The Agency wishes to acknowledge their invaluable contributions to the development of the project findings and final project outputs, all of which can be downloaded from the ICT4I project web area.

Cor Meijer
Director
European Agency for Special Needs and Inclusive Education

1 Within the ICT4I project, ICT is defined as ‘technical means used to handle information and aid communication, including both computer and network hardware as well as necessary software. In other words, ICT consists of IT as well as telephony, broadcast media, and all types of audio and video processing and transmission.’ (ICT definition at the Free on-line Dictionary of Computing)

Information and Communication Technology, which means computers, mobile phones, digital cameras, satellite navigations systems, electronic instruments and data recorders, radio, television, computer networks, satellite systems … almost anything which handles and communicates information electronically. ICT includes both the hardware (the equipment) and the software (the computer programs in the equipment). (UNESCO ICT Competency Framework for Teachers)

2 Article 9 – Accessibility

1. To enable persons with disabilities to live independently and participate fully in all aspects of life, States Parties shall take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to the physical environment, to transportation, to information and communications, including information and communications technologies and systems, and to other facilities and services open or provided to the public, both in urban and in rural areas. These measures, which shall include the identification and elimination of obstacles and barriers to accessibility, shall apply to, inter alia:

Buildings, roads, transportation and other indoor and outdoor facilities, including schools, housing, medical facilities and workplaces;

Information, communications and other services, including electronic services and emergency services.

2. States Parties shall also take appropriate measures to:

Develop, promulgate and monitor the implementation of minimum standards and guidelines for the accessibility of facilities and services open or provided to the public;

Ensure that private entities that offer facilities and services which are open or provided to the public take into account all aspects of accessibility for persons with disabilities;

Provide training for stakeholders on accessibility issues facing persons with disabilities;

Provide in buildings and other facilities open to the public signage in Braille and in easy to read and understand forms;

Provide forms of live assistance and intermediaries, including guides, readers and professional sign language interpreters, to facilitate accessibility to buildings and other facilities open to the public;

Promote other appropriate forms of assistance and support to persons with disabilities to ensure their access to information;

Promote access for persons with disabilities to new information and communications technologies and systems, including the Internet;

Promote the design, development, production and distribution of accessible information and communications technologies and systems at an early stage, so that these technologies and systems become accessible at minimum cost.

Available online the full text of the convention

3 Details on the Organisational Structure of the Agency

1. Examining ICT4I in European Countries

This report presents the main findings from the Agency Information and Communication Technology for Inclusion (ICT4I) project and draws upon all sources of information developed during project activities. The report attempts to identify the critical factors that underpin the effective use of information and communication technology (ICT) in inclusive settings for all learners, but pays specific attention to learners with disabilities and special educational needs.

This version of the ICT for Inclusion synthesis report has been produced as an accessible e-publication (in English only). Using the English text as a basis, all of the project information, key findings and recommendations presented in the ICT4I project synthesis report1 have been cross-referenced and linked to the original sources of evidence collected via all project activities. Within this e-publication, key findings are directly linked to exemplars of original supporting evidence and/or examples of country policy or practice that are available on the project web area.

The aim of the project synthesis report is to identify specific findings that will inform the work of decision-makers working within inclusive education. This target group includes national and regional level policy-makers for ICT in education and/or inclusive education, school leaders and ICT specialists who support schools in their work. However, the information and final project findings and outputs aim to be of interest to a wider audience, in particular specialist ICT support professionals working in the field of ICT for inclusion.

Annex 1 presents a Glossary of key terms used in this report.

The report considers the challenges faced in using ICT in inclusive settings. It also discusses developments in the field and the ways that ICT can be used to support all learners, especially those with disabilities and special educational needs.

During initial project planning discussions, Agency country representatives identified three main areas for consideration in the ICT4I project. These included:

providing an update on developments in countries since the 2001 Agency project on ICT in Special Needs Education;

presenting current information on participating countries’ policy and practice in using ICT to support learning and teaching in inclusive settings;

building upon the main conclusions of the ICTs in Education for People with Disabilities practice review conducted jointly with the UNESCO Institute for Information Technologies in Education in 2010/2011 (UNESCO IITE and the Agency, 2011).

1.1 Project activities and outputs

The overall project approach was that of information gathering, analysis and dissemination. Information was actively collected from two main sources:

policy and research literature accessible via desktop research;

Agency member countries.

Three complementary information collection activities were conducted, each of which was linked to the five project themes.

1.1.1. Country information

Information on participating countries’ policy and practice for ICT for Inclusion was collected in relation to the five themes for the project.

The main information collection tool was a survey to key stakeholders working in ICT for Inclusion. The survey was disseminated via the Agency country representatives to professionals working with ICT for Inclusion policy and practice. The survey was presented in four sections: country policy; country practice; examples of innovative practice; and country research literature abstracts. All participating countries completed one or more of the survey sections.

The survey aimed to provide an overview of current situations in countries; identify the challenges for innovative practice in ICT for Inclusion; and provide information that could be used for identifying recommendations for policy and practice.

Individual country reports on current policy and practice in ICT for inclusion are available for: Belgium (Flemish speaking community)2 (supplementary material for Belgium report on ICT for inclusion), Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal (1st supplementary material for Portugal report on ICT for inclusion, 2nd supplementary material for Portugal report on ICT for inclusion), Slovakia, Slovenia, Sweden, Switzerland, UK (England), UK (Northern Ireland), and UK (Scotland).

1.1.2. Literature reviews

This activity involved desktop research and two reviews were undertaken:

A policy review of international and European policy information. This considered recent European Council of Ministers statements and resolutions in relation to ICT, as well as international normative instruments, policy statements and guiding documents;

A review of research literature relating to the use of ICT in inclusive education. This review covered international sources (such as UNESCO and OECD work), but also European and national level information. Agency member countries were asked to provide agreed abstract information on key literature from their contexts with the country abstract information being integrated into the final version of the research literature review.

1.1.3. Identification of examples of practice

A clear request from countries was for information on examples of innovative practice in the area of ICT for Inclusion. However, the work conducted within the UNESCO-IITE Practice Review indicated that there are many existing sources of international and national examples of interesting practice.

Therefore, information gathering via the review activities and the country survey focussed upon two complementary areas in relation to possible examples.

Firstly, already established example resources – such as databases at international and national levels – were identified and collated within an on-line resource of information from organisations working at the international and European levels.

Secondly, country examples of innovative country practice were collected via the country survey. An on-line searchable web area of national resources for ICT4I, presenting innovative examples and research abstracts relating to the main project themes was developed.

Alongside the country policy and practice information, these examples of innovative practice were analysed and key messages for ICT for Inclusion at the European level were highlighted.

More details on the specific activities conducted during the project can be found in the Project Framework and Methodology.

1.2 Rationale for the ICT4I project focus

The rationale for the ICT4I project is to provide an update on developments in member countries since the 2001 Agency work and to build on the main conclusions of the joint practice review on the use of ICTs in education for people with disabilities.

The practice review on the use of ICTs in education for people with disabilities focussed on the use of ICT as a policy imperative for all countries that have ratified the UNCRPD and optional protocol.

The Preamble to the UNCRPD recognises:

… the importance of accessibility to the physical, social, economic and cultural environment, to health and education and to information and communication, in enabling persons with disabilities to fully enjoy all human rights and fundamental freedoms (United Nations, 2006, p. 1).

In addition, a number of general obligations, specific measures and articles relate to the importance of ICT for people with disabilities. These are described in full in the project policy review.

Article 93 of the UNCRPD, on Accessibility, requires that obstacles and barriers to accessibility be identified and eliminated in all possible aspects of the life of a person with disabilities. This includes all formal and informal educational opportunities.

Two articles describing specific rights for people with disabilities also underpin discussions regarding the use of ICT in inclusive settings: Article 21: Freedom of expression and opinion,4 and access to information; and Article 24: Education,5 which includes the right to education, access to an inclusive education system at all levels and lifelong learning that offers reasonable accommodation to meet individual needs.

Furthermore, Article 26,6 focussing upon rehabilitation and health issues, and Article 29,7 focussing upon participation in political and public life, each refer to the importance of availability of assistive devices and new technologies.

The practice review on the use of ICTs in education for people with disabilities helped to identify five key themes within the UNCRPD in relation to the use of ICT in education: the promotion of equity in educational opportunities at all levels of lifelong learning; access to appropriate ICT, including assistive technologies to allow learners to reach their full potential; the importance of training of educational staff to make use of ICT in educational settings; the promotion of research and development into the availability and use of new ICT; and the need for systematic data collection to identify and then monitor the implementation of minimum standards for ICT in education for people with disabilities. For more details on these themes, please see pp. 85–91 of the Practice Review report.

These themes were used as the basis for developing five key propositions for the ICT4I project:

ICT should be considered as a key tool for promoting equity in educational opportunities;

access to appropriate ICT should be considered an entitlement;

training of educational staff in the use of general and specialist ICT must be considered a priority area;

the promotion of ICT research and development requires a multi-stakeholder approach;

data collection and monitoring in the use of ICT in inclusion should be considered an area requiring attention at all levels of educational provision.

These five propositions served as a framework for the overall project information collection and analysis.

1.3 Concepts underpinning ICT4I

Within the ICT4I project, UNESCO’s definition of inclusive education has been used. In this definition, inclusive education is:

‘an on-going process aimed at offering quality education for all while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination’ (UNESCO's 48th International Conference on Education, 2008, p. 3).

Building upon this, an inclusive education setting is where a learner with a disability or special educational need follows education in a mainstream class with their non-disabled peers for the largest part of the school week.

The ICT4I project focuses on the use of ICT to support learning opportunities for all learners, but in particular learners who may be vulnerable to exclusion from educational opportunities, including those with disabilities or recognised as having special educational needs.

The UNCRPD defines a person with a disability as:

‘… those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others’ (United Nations, 2006, p. 5).

Within the project, the term learners with disabilities and special educational needs is used. This terminology is used in recognition of the fact that in many European countries, learners with disabilities are one group of learners who may be legally recognised as having special educational needs, but other groups of learners may also be recognised under country legislation. The concept of special educational needs (SEN) is used to describe those learners who face either temporary or long-term barriers to learning and who do not make the same level of progress as their peers. Learners with SEN are therefore a wider group than those with disabilities and it is estimated in many countries that at any one time they may represent up to 20% of the school age population (European Agency Special Needs Education Country Data, 2012a).

ICT for inclusion includes the use of any technology to support learning in inclusive settings. Such technology may include mainstream technology commercially available to anyone, such as laptops, tablets and peripherals, whiteboards and mobile phones, etc. It may also include assistive technologies (AT) that compensate for a learner’s particular difficulties or limitations in gaining access to ICT. AT may include medical aids (for example, mobility devices, aids to supporting hearing, etc.) and also learning aids, such as screen readers, alternative keyboards, augmentative and alternative communication devices and other specialised applications of technology.8

While the project has focussed on the use of ICT to support inclusive education, ICT is used in both special and inclusive educational settings. Information provided by many of the participating countries and used to prepare this report often covers the use of mainstream ICT and specific AT in both inclusive and segregated settings.

Within the project ICT4I has been examined as an eco-system with two aspects:

a wide community of stakeholders, including learners (with and without disabilities and special educational needs), parents and families, teachers, school leaders and teams, support professionals and IT professionals;

essential components within the ICT4I environment, covering IT infrastructure, accessible mainstream ICT, assistive technology (AT) and accessible digital learning materials.9

Examining the interactions between these stakeholders and environmental components is critical to understanding ICT4I as an overall system that has the potential to impact positively or negatively on the educational experiences of learners with disabilities and special educational needs.

1 The ICT4I project synthesis report: ICT for Inclusion – Developments and Opportunities for European Countries – is available in 22 European languages.

2 The topic of ICT is also being considered as a priority area within Belgium, French speaking community. However, there are issues of availability of teacher training in special needs and inclusive education, as well as in the use of ICTs in education. It is recognised that schools are not very well equipped in terms of ICT hardware or software and pupils with special needs do not always have specialised ICTs or specialist ICT support teachers provided for them by the Department of Education.

3 Article 9 – Accessibility

1. To enable persons with disabilities to live independently and participate fully in all aspects of life, States Parties shall take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to the physical environment, to transportation, to information and communications, including information and communications technologies and systems, and to other facilities and services open or provided to the public, both in urban and in rural areas. These measures, which shall include the identification and elimination of obstacles and barriers to accessibility, shall apply to, inter alia:

Buildings, roads, transportation and other indoor and outdoor facilities, including schools, housing, medical facilities and workplaces;

Information, communications and other services, including electronic services and emergency services.

2. States Parties shall also take appropriate measures to:

Develop, promulgate and monitor the implementation of minimum standards and guidelines for the accessibility of facilities and services open or provided to the public;

Ensure that private entities that offer facilities and services which are open or provided to the public take into account all aspects of accessibility for persons with disabilities;

Provide training for stakeholders on accessibility issues facing persons with disabilities;

Provide in buildings and other facilities open to the public signage in Braille and in easy to read and understand forms;

Provide forms of live assistance and intermediaries, including guides, readers and professional sign language interpreters, to facilitate accessibility to buildings and other facilities open to the public;

Promote other appropriate forms of assistance and support to persons with disabilities to ensure their access to information;

Promote access for persons with disabilities to new information and communications technologies and systems, including the Internet;

Promote the design, development, production and distribution of accessible information and communications technologies and systems at an early stage, so that these technologies and systems become accessible at minimum cost.

Convention on the Rights of Persons with Disabilities

4 Article 21 – Freedom of expression and opinion, and access to information

States Parties shall take all appropriate measures to ensure that persons with disabilities can exercise the right to freedom of expression and opinion, including the freedom to seek, receive and impart information and ideas on an equal basis with others and through all forms of communication of their choice, as defined in article 2 of the present Convention, including by:

Providing information intended for the general public to persons with disabilities in accessible formats and technologies appropriate to different kinds of disabilities in a timely manner and without additional cost;

Accepting and facilitating the use of sign languages, Braille, augmentative and alternative communication, and all other accessible means, modes and formats of communication of their choice by persons with disabilities in official interactions;

Urging private entities that provide services to the general public, including through the Internet, to provide information and services in accessible and usable formats for persons with disabilities;

Encouraging the mass media, including providers of information through the Internet, to make their services accessible to persons with disabilities;

Recognizing and promoting the use of sign languages.

5 Article 24 – Education

1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to:

The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;

The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;

Enabling persons with disabilities to participate effectively in a free society.

2. In realizing this right, States Parties shall ensure that:

Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability;

Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live;

Reasonable accommodation of the individual’s requirements is provided;

Persons with disabilities receive the support required, within the general education system, to facilitate their effective education;

Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion.

3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:

Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;

Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;

Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.

4. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities.

5. States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities.

6 Article 26 – Habilitation and rehabilitation

States Parties shall take effective and appropriate measures, including through peer support, to enable persons with disabilities to attain and maintain maximum independence, full physical, mental, social and vocational ability, and full inclusion and participation in all aspects of life. To that end, States Parties shall organize, strengthen and extend comprehensive habilitation and rehabilitation services and programmes, particularly in the areas of health, employment, education and social services, in such a way that these services and programmes:

Begin at the earliest possible stage, and are based on the multidisciplinary assessment of individual needs and strengths;

Support participation and inclusion in the community and all aspects of society, are voluntary, and are available to persons with disabilities as close as possible to their own communities, including in rural areas.

2. States Parties shall promote the development of initial and continuing training for professionals and staff working in habilitation and rehabilitation services.

3. States Parties shall promote the availability, knowledge and use of assistive devices and technologies, designed for persons with disabilities, as they relate to habilitation and rehabilitation.

7 Article 29 – Participation in political and public life

States Parties shall guarantee to persons with disabilities political rights and the opportunity to enjoy them on an equal basis with others, and shall undertake to:

Ensure that persons with disabilities can effectively and fully participate in political and public life on an equal basis with others, directly or through freely chosen representatives, including the right and opportunity for persons with disabilities to vote and be elected, inter alia, by:

Ensuring that voting procedures, facilities and materials are appropriate, accessible and easy to understand and use;

Protecting the right of persons with disabilities to vote by secret ballot in elections and public referendums without intimidation, and to stand for elections, to effectively hold office and perform all public functions at all levels of government, facilitating the use of assistive and new technologies where appropriate;

Guaranteeing the free expression of the will of persons with disabilities as electors and to this end, where necessary, at their request, allowing assistance in voting by a person of their own choice;

Promote actively an environment in which persons with disabilities can effectively and fully participate in the conduct of public affairs, without discrimination and on an equal basis with others, and encourage their participation in public affairs, including:

Participation in non-governmental organizations and associations concerned with the public and political life of the country, and in the activities and administration of political parties;

Forming and joining organizations of persons with disabilities to represent persons with disabilities at international, national, regional and local levels.

8 This approach is taken by the Global Initiative for Inclusive ICTs (g3ict). For example, please see the UNCRPD 2013 ICT Accessibility Progress Report.

9 The concept of an ICT eco-system is discussed in various materials from UNESCO. For example please see web based materials from UNESCO Bangkok Office. Educational eco-systems and technology are also discussed in the OECD 2010 publication Inspired by Technology, Driven by Pedagogy.

2. Implementing ICT4I

The International Telecommunication Union (ITU, 2013a) global survey on the use of ICT as an opportunity for disability-inclusive development identifies a number of crucial policy challenges for the use of ICT in education:

the extent of policy implementation and/or effective implementation strategies;

access to ICT generally;

the existence of policies that foster widespread availability of accessible ICT;

the cost of assistive technologies;

the availability of accessibility options within mainstream ICT devices.

This situation is reflected in the Communication from the Commission on Opening up Education which argues that:

‘EU education is failing to keep pace with the digital society and economy … Digital technologies are fully embedded in the way people interact, work and trade; yet they are not being fully exploited in education and training systems across Europe … 63% of nine year olds do not study at a ‘highly digitally-equipped school’ (with appropriate equipment, fast broadband and high ‘connectivity’). While 70% of teachers in the EU recognize the importance of training in digital-supported ways of teaching and learning, only 20-25% of students are taught by digitally confident and supportive teachers. Most teachers use Information and Communication Technologies (ICT) mainly to prepare their teaching, rather than to work with students during lessons.’ (European Commission, 2013a, p. 2).1

These policy challenges are reflected in the overall project findings and the next section examines the related critical policy issues in more detail.

2.1 Policy issues relating to the key propositions underpinning ICT4I

For each of the five themes considered in the ICT4I project (and outlined in section 1.1 Project activities and outputs), critical policy issues have been identified. These issues are discussed in the sections below.

A number of factors that impact on each policy issue are apparent. The presence or absence of these factors may have the following consequences:

If the factor is missing from the ICT4I policy and practice system, then it reinforces the potential negative effects of the policy issue in question.

If the factor is present, it addresses and reduces the potential negative effects of that policy issue.

Specific references and links to country ICT4I reports, examples of practice or research abstracts are listed for each of the policy issues and factors discussed below. These references are used as exemplars only; many of these points were raised by many countries in different ways and documents.

2.1.1 ICT as a tool for promoting equity in educational opportunities

ICT is now widely recognised – by policy and decision-makers, teachers, parents and learners themselves – as a flexible tool to support learning. The critical issue in promoting equity is bridging the digital divide, ensuring that all learners benefit from ICT as a tool for their learning.

The digital divide can be understood to encompass issues around the lack of availability of suitable ICT, unacceptable costs and technology affordability and/or limited accessibility features within ICT. Strategic action plans for ICT4I that take the issues of availability, affordability and accessibility into full account are key factors in relation to addressing the digital divide.

For examples of countries currently discussing this issue, please see the Belgium report, section 1.2 (i); Iceland report, section 1.1; UK (Scotland) report, section 1.1.

Within the wider education system, the following factors impact upon the digital divide:

digital literacy is a core competence that is compulsory for all teachers and learners and leads to recognised forms of ICT accreditation. This issue is raised in the Italy report, section 2.2 (iv) and the example from Hungary report

ICT as a compulsory subject in the school curricula. Examples of countries discussing this issue are: Estonia country report, section 1.6 and Norway country report , section 2.5.

ICT embedded in initial and in-service teacher training. This is discussed in the country report from Czech Republic report, section 1.2(iii).

At the school level, it is important that school policies describe the actions they will take in relation to ICT in education. The following points are critical:

the flexibility to allow schools to self-assess and then act upon their ICT hardware and software needs. Supporting schools to implement ICT as a cross curricular tool is discussed in the Iceland country report, section 1.5.

the ability of schools to assess learners’ ICT needs and preferences. This issue is discussed in the UK (England) country report, section 1.7 and the research abstract from Portugal.

the ability of schools to produce accessible digital learning content. This issue is discussed in a number of country contributions, including: Netherlands country report, section 2.1(ii) and Switzerland country report, section 2.1 (i) and the Cyprus research abstract and France research abstract.

Finally, the way in which ICT is used as a tool to facilitate communication and co-operation within groups of learners, parents, teachers and professionals and also between these groups is important. However, the most significant factor in bridging the digital divide is the positive commitment of all stakeholders in education to using ICT to support all learners.

2.1.2 Access to appropriate ICT as an entitlement

ICT4I potentially covers many different policy sectors – national IT strategies, disability/anti-discrimination legislation, health/rehabilitation legislation, general and inclusive education, ICT in education. In terms of access as an entitlement, the critical issue is that ICT4I must be seen as a cross-sectoral issue and be visible in all relevant policy fields. This issue is illustrated in the Denmark country report, section 1.1 and Germany country report, section 1.

Another critical issue is how easily end users – learners and their families – are able to ‘navigate’ policy and procedures in order to access the support they require. The availability of accessible ICT for personal use in different formal and non-formal learning and social situations is a crucial factor for many learners and their families, as is the provision of support for learners to acquire the skills needed to use ICT in different ways.

Two important factors in supporting end users and schools in accessing appropriate and accessible ICT are:

designated focal points with responsibility for monitoring ICT4I provision. For example, see the Cyprus country report, section 1.1 and 2.5 and Malta report, section 1.1, as well as the example from Czech Republic.

networks of ICT4I support services to meet local level needs. This is an issue discussed in many country contributions. For example see the country reports from: France, section 2.2(i); Lithuania, section 1.1; Poland, section 1.1 and Portugal, section 1.1.

The rise of open-access digital materials that teachers can access as they need offers great potential. However, teachers must be supported in adapting such materials and making them accessible for all learners.

Access to appropriate ICT is an important first step for learners, but its appropriate use in the short and long term requires all stakeholders in the ICT4I eco-system to follow and apply accessibility criteria to the development of all hardware, software and learning materials. A widespread recognition of the fact that ICT4I is about all learners’ entitlements must be linked to efforts to maximise the accessibility of all mainstream technology, enabling all learners to assess and accommodate their own ICT preferences.

2.1.3 Training of educational staff in the use of general and specialist ICT

All teachers require competences in general pedagogy, inclusive education, ICT and ICT4I, so ICT4I training for teachers must be considered in a cross-sectoral way. The availability and take-up of comprehensive and integrated pathways of teacher training in ICT4I is a vital ‘pre-condition’ for any ICT4I initiative.

Competence of teachers in using ICT was raised as an issue by many countries, examples being the Estonia country report, section 2.3; Greece report, section 2.2(ii), UK (Northern Ireland) report, section 2.1 (ii) and UK (Scotland) report, section 1.2 (iii). Difficulties in delivering the requisite training are reported in the Iceland country report, section 2.1(iii); Latvia report, section 2.5 and Switzerland report, section 1.2(iii).

A crucial factor is the availability of training pathways from initial teacher education through to specialist continuous professional development opportunities that support the development of general ICT and specific ICT4I competences for all teachers. Training options is highlighted as being a critical factor in the Denmark country report, section 2.1 (iii) and 2.4 and Hungary report, section 1.2(iii) and the research abstract from Cyprus.

In addressing inequalities in access, the involvement of a wide range of partners in providing ICT4I training – higher education institutions (HEIs), specialist non-governmental organisations (NGOs), specialist support network staff – is an important factor. This issue is discussed in the Italy country report, section 1.2(iii).

In all settings, ICT should also be used as a tool for delivering training in more flexible and effective ways with possibilities for teachers to identify and accommodate their own ICT4I training needs.

2.1.4 The promotion of ICT research and development

A policy issue facing all countries is the gap between ICT4I-related research findings and evidence and classroom practice.

Research into ICT4I can be a key tool for driving developments, but the focus of this research and the way it is conducted are critical if the theory-practice gap is to be closed.

Systematic research into the effective use of ICT for all learners, their families and the teachers who support them is useful in informing schools’ work. The research abstracts in the country resources area of the project website present a range of such examples.

However, for such research to have maximal impact, widespread stakeholder involvement is needed with partners from the IT industry, HEIs, NGOs and support services, etc., all contributing to research activities. An example of this is presented in the Portugal country report, section 1.2(iv).

Crucially, end users – learners and their families and the professionals who work with them, teachers and school teams – must be actively involved as partners in research. Such research initiatives are likely to have most effect upon the work of schools in the short and long term. The Cyprus country report, section 2.5 and Iceland country report both suggest this is an area where limited information is available.

To enable small-scale research projects to have wider impact, key findings and evidence from pilot initiatives must be shared and then implemented in other schools, regions, etc. Examples of national initiatives that fulfil this function are presented in the from Norway country report, section 2.1.(iv), Netherlands report, section 1.2(iv) and Italy report, section 1.2(iv).

2.1.5 Data collection and monitoring the use of ICT

The availability of data – both qualitative and quantitative – for monitoring and informing policy and practice in ICT4I appears to pose challenges for many countries.

Only one country involved in the ICT4I project reported that there was systematic data collection relating to ICT4I at the national level. Please see the Portugal country report and supplementary material for the Portugal report.

The majority of countries (just over 50%) reported data collection for monitoring ICT in education usage linked to specific programmes or initiatives, some of which do focus on ICT4I. Examples of this approach are presented in the Lithuania country report, section 1.2(v); Latvia report, section 1.4, Cyprus report, section 1.6 and Finland report, section 2.1(v).

However, far fewer countries (less that 30%) described national level systematic data collection for monitoring the use of ICT in education generally. For examples, please see the Belgium country report (Flemish speaking community), Hungary report and Sweden report, section 1.2(v).

Nearly a quarter of the countries involved in the project reported there was no formal data collection or monitoring of ICT use in education.

Despite international requirements for data that can be used for monitoring this field (i.e. the monitoring of the implementation of the UNCRPD and EU level initiatives promoting monitoring of national level developments (e.g. the Digital Agenda Scoreboard), there appears to be a need for information that informs policy and practice in relation to monitoring:

rights in terms of access and entitlements to the provision of appropriate support;

effectiveness in terms of the whole ICT4I system, as well as effectiveness of key elements within it (i.e. the training of professionals).

Meaningful data in this area would effectively provide policy-makers and practitioners with information on learning outcomes, as well as inform them about the status of key areas of access, entitlement, training and research as well as challenges, progress and developments.2

Section 3.4 returns to this issue.

2.2 Integrated initiatives as a response to policy challenges

The 2013 Communication from the Commission suggests that:

‘Today’s learners expect more personalization, collaboration and better links between formal and informal learning much of it being possible through digital-supported learning. However, between 50% and 80% of students in the EU never use digital textbooks, exercise software, broadcasts/podcasts, simulations or learning games. The EU lacks a critical mass of good quality educational content and applications in specific subjects and multiple languages as well as connected devices for all students and teachers. A new digital divide in the EU, between those who have access to innovative, technology-based education and those who do not, is on the rise as a consequence of this fragmentation of approaches and of markets.’ (European Commission, 2013a, p. 2).

The findings from the ICT4I project suggest that the specific programmes and strategic initiatives that are reported to have had positive effects in addressing key policy challenges linked to ICT4I most often consider all five project themes: access, entitlement, training, research and monitoring.

The policy challenges of ICT4I cannot be addressed in isolation. A systemic approach that takes all aspects of policy and practice into account in a co-ordinated and coherent way is necessary at national, regional and school levels.

1 Available online the official Opinion of the Committee of the Regions – Opening up Education

2 Such a framework for data collection is presented in detail within the MIPIE project report. This report presents the final results of the Mapping the Implementation of Policy for Inclusive Education (MIPIE) project. The project recommendations provide a detailed agenda for the future short, mid and long-term data collection required at national and European levels in relation to mapping the implementation of policy for inclusive education.

3. Recent Developments and Future Opportunities

It would be hard to over estimate developments in terms of rates of change or impact of information and communication technology since 2001. Sachs (2013) suggests that the information age is based on the fact that in the past decade, the technological capability to store and process data has doubled every two years due to microchip developments. This doubling effect will continue and will increasingly be linked to reduced costs in technological hardware and software.

The International Telecommunication Union (ITU, 2013a) estimates that 2.7 billion people – 40% of the world population – are on-line and 750 million households are connected to the internet. Between 2008 and 2012, fixed broadband prices have dropped by over 80% and there are now 2 billion mobile broadband subscriptions, but with 6.8 billion mobile/cellular subscriptions globally, this figure will rise. The ITU (2012) cites global research on the impact of broadband expansion and penetration on countries’ economies, estimating that a 10% increase in national level broadband infrastructure expenditure leads to increases in GDP growth of between 0.25 and 1%.

The European Commission (2013b) reports that most European schools are internet-connected at least at a basic level (i.e. with a website, email for learners and teachers, a local area network, or virtual learning environment). In the countries that responded to the 2013 EU schools benchmarking survey, more than 90% of learners are in schools with broadband (offering between 2 and 30 Mbps on average).

In 2001, few professionals had heard of broadband; social networking was in its infancy and mobile computing was for a minority. Since 2001, the internet has become ‘normalised’ and commentators now refer to the rise of ‘digital natives’ – individuals who not only use personal technology to not only access information, but also personalise and use it for their own purposes in flexible ways.

This section will review the main findings and recommendations of the 2001 study, consider how far these findings are still current and then outline the future trends and developments that have been highlighted through the ICT4I project activities.

3.1 Key messages from the 2001 study

The Agency 1999–2001 Information and Communication Technology in Special Needs Education project presented a framework of recommendations for policy and practice at that time. The report also presented a number of overall conclusions, all focussed upon the central stakeholders in ICT and special needs education (SNE) – learners with special educational needs and their teachers. A clear understanding of ICT in SNE users’ educational and technological needs was seen as the basis for the policy and infrastructure of ICT provision.

One of the crucial debates at that time was the application of ‘inclusive by design’ principles, that consider a diverse range of user needs at the outset of hardware or software design rather than adapting an existing product at a later stage. The principle of ‘inclusive by design’ should therefore be applied during the planning, development, implementation and evaluation of all ICT policies, provision and practice.

In order to build inclusive information societies, the project recommended that educational approaches and appropriate technology to meet the requirements of all users, including those who have special educational needs, be developed. It argued that access to appropriate ICT could reduce inequalities in education and that ICT could be a powerful tool in supporting educational inclusion. However, inequalities in education could also be reinforced by the inappropriate or limited access to ICT faced by some pupils, including those with special educational needs.

A further key message was that the principles of information accessibility1 for all should be applied to all current and future learning and curricula materials. However, for the principles of ‘inclusive by design’ and accessible information to be achieved, extended co-operation between stakeholders and more flexible forms of support for different groups were required.

Finally, the argument for a shift in focus of ICT in SNE policies and programmes was presented. Previously the emphasis had been upon establishing the means (infrastructure in terms of equipment and expertise) to enable ICT to be effectively applied in SNE settings. The evidence from the 2001 study suggested that practitioners in the field were asking for the emphasis to be changed to the aims and goals of using ICT in SNE. Significantly, this shift in emphasis centred attention upon using ICT to learn in different ways rather than merely learning to use ICT in different contexts. ICT is only truly included in the curriculum for pupils with special educational needs when its full potential as a tool for learning is understood.

With the potential exception of the call for ‘inclusive by design’ approaches, the majority of the findings from the 2001 study did not call for new types of technological hardware or software. The main conclusions focussed upon the policy and practice issues surrounding access to and the application of existing technology for learning. The evidence from the ICT4I project suggests that these access and application issues are still relevant and require consideration within the current educational contexts of most European countries.

3.2 Policy and practice developments positively impacting upon ICT4I

A wide range of developments relating to ICT in education generally and ICT4I specifically can be identified through the ICT4I project activities. These developments are perceived as either already having had a positive impact on ICT4I, or as presenting opportunities for positive impact in the future. The developments can be grouped around six key areas of ICT4I policy and practice – legislation and policy; ICT infrastructure; training of professionals; empowering schools; communities of practice and empowering learners. These issues are highly inter-related and must be seen as facets of the ICT system that all require equal consideration when examining ICT4I policy and practice.

Specific developments covering these areas are presented below.

3.2.1 Legislation and policy focussing upon rights and entitlements

Comprehensive legislation – in line with European directives and the UNCRPD (2006) – that details rights for learners with disabilities and special educational needs, as well as entitlements to ICT, is acknowledged as a critical factor underpinning the development of all aspects of ICT4I.

Examples of these debates are presented in the country reports from Norway, section 1.5, Belgium (Flemish speaking community) section 1.1 and Italy, section 1.1.

A number of key elements relating to legislation and policy that promotes rights and entitlement to ICT can be identified and these are described below.

ICT4I is a cross-sectoral issue that requires cross-referencing between different areas of legislation in order to ensure:

that ICT4I is clearly visible as a horizontal issue in all relevant policies. For examples, please see the country reports from the Slovak Republic, Malta, and Sweden, sections 1.1.

that opportunities for cross-sector ICT4I initiatives (involving health, education bodies, etc.) are supported. Examples are presented in the country report from Portugal and the research abstract from UK (Scotland).

Consideration should be given to: national level IT strategy plans and programmes; disability legislation that specifies ICT entitlements; and general ICT in education policies and inclusive education policies.

The issue of national action plans is discussed in the country reports from Finland, section 1.3; Sweden, section 1.1 and 1.3 and Czech Republic, section 1.3. The country report from Germany presents action plans on the Lander level. The country report from Switzerland highlights the challenges that arise when there is no clear national level action plan.

The digital inclusion of all learners is the clear goal of legislation and policy that promotes rights and entitlements to ICT. The country report from Malta, section 1.2(i) considers this issue.

Accessible and appropriate ICT is the necessary starting point for ensuring all learners have access to personalised learning opportunities using ICT. Specific factors to be considered within legislation include: equitable access to the information, skills, competences and equipment required by learners and the professionals that support them; entitlement to AT at school, home and during transition; AT assessment within formal SEN assessment procedures and structures; and monitoring mechanisms to ensure that entitlements are fulfilled. A number of country examples of innovative practice present initiatives supporting learners’ access to appropriate ICT. Exemplars include Finland.

Monitoring should focus on rights and entitlement issues and should ensure that inequalities in access to necessary ICT4I resources at regional or organisational levels are addressed. Monitoring should support the identification of approaches that are needed to respond to both national and local level needs. The country report from Norway, section 1.4 and Belgium (Flemish speaking community) section 1.2(v) consider the issue of monitoring.

Legislation and policy should outline and then lead to multi-faceted responses to ensuring digital access and inclusion for all learners. Long-term multi-level policy frameworks encompassing national, regional and organisational level action plans for ICT4I are necessary. Such action plans would be implemented in line with a national level co-ordination strategy to ensure that there is no overlap of efforts from different stakeholder groups or government entities.

National level ICT4I strategies require long-term financial support with the allocation of sufficient resources to enable continuous and cohesive access to an affordable, accessible ICT infrastructure. ICT4I action plans should be monitored in terms of their cost effectiveness in the short and long term. The issue of funding mechanisms is discussed in the country reports from Denmark, Estonia, section 1.7 and Iceland, section 1.2(ii). The country reports from Malta, section 1.7 and UK (Scotland) section 2.3 highlight funding mechanisms as an issue for future development.

Legislation and policy that promotes rights and entitlements to ICT necessarily involves end users and/or their representatives in decision-making processes.

Examples of initiatives that promote stakeholder engagement include the country report from UK (England), section 1.6 and the examples from Latvia and Malta.

Policy frameworks and actions plans should be based upon multi-stakeholder discussion and agreement on roles and responsibilities. This stakeholder involvement should be accompanied by widespread and systematic awareness raising on the benefits of ICT4I for all learners, leading to a shared understanding among stakeholders that digital literacy is essential for long-term social participation, lifelong learning and employment.

Within all national, regional and organisational policies for ICT4I, key levers for promoting accessible ICT should be employed wherever possible. One such lever is public procurement. This issue is highlighted in the country reports from UK (England), section 1.7 and UK (Scotland) section 2.5.

Public procurement at national, regional and organisational levels should incorporate accessibility as a criterion for use when obtaining ICT hardware, software and materials. Cross-sector protocols for accessible ICT provision can, in the short term, encourage IT developers and providers to apply universal design principles to their products and, in the longer term, contribute to ensuring all ICT in inclusive settings is accessible for any learner.

3.2.2 Ensuring an accessible and sustainable ICT4I infrastructure

An accessible ICT infrastructure provides the mainstream and specialist technology needed to meet all learners’ needs. This means all components within the ICT4I infrastructure must be accessible. Three principles underpin the accessibility of any technology:

Accessibility issues must be considered from the earliest point of the development process of any hardware or software.

Accessibility is not just a technical issue; all aspects of design must be considered, including user interfaces and information layout.

Support materials must provide relevant information on the technology’s accessibility features and/or relevant technical specifications (after Becta, 2007).

The long-term sustainability of school level ICT infrastructures requires a number of policy actions to be implemented:

develop schools’ ICT infrastructure through capital investments in the short term. Initiatives are presented in the example from Hungary and a number of research abstracts from Lithuania.

upgrade infrastructure to keep pace with and integrate with technological developments in the longer term. This issue is discussed in the country report from Greece, section 1.2(iv), the example from Estonia and the research abstract from France.

provide all learners with the necessary ICT and specialist AT for their personal use at home and school, during educational transition phases and in post-school placements. This issue is considered in the country reports from Luxembourg, section 1.2(iv) and France, section 2.1.(11). It is also considered in the specific examples from Netherlands and Norway. The country report from Sweden, section 2.3, discusses the problems faced when the available ICT is not supported by necessary training in its usage.

provide all teachers with the necessary IT for their personal use at home and school. Teachers’ personal use of ICT is an issue discussed on the research abstract from Greece.

support multi-stakeholder initiatives (e.g. public/private partnerships) for developing accessible ICT and learning materials to meet locally recognised needs. This issue is discussed in the country report from Portugal, section 1.1 and in the examples from Italy, Norway, and Sweden.

3.2.3 Improving professional training for ICT4I

The implementation of an accessible ICT4I infrastructure is not possible without an associated programme of professional education and training. This issue is raised in one way or another in all of the ICT4I country report.

A widespread strategic programme of training will:

consider the training requirements of all professionals in the ICT4I eco-system, including teachers, school leaders, ICT support personnel, web administrators and IT and media professionals. Training covering the whole ICT eco-system was not specifically covered in country contributions; it is however discussed in the UNESCO/G3ict Model Policy for Inclusive ICTs in Education.

Joint training for different groups of educational professionals is considered within the country reports from Poland, section 1.3 and examples from Lithuania and UK (England).

The country reports from Slovakia, section 1.6 and UK (Northern Ireland), section 2.4 discuss the problems associated with limited training opportunities.

be based on an agreed framework of inter-related professional competences in ICT and inclusion required by all professionals. The country reports from Norway, section 1.3(1), Slovenia, section 2.1(iii) and Sweden, section 2.2(ii) discuss the ICT competences all teachers require.

cover different phases of professional training – initial, in-service and specialist professional development – linked to increasing the development of competence in the use of ICT. Developing teachers’ ICT competences is the focus of the 2011 UNESCO publication.

The example from Portugal and research abstract from Italy present different initiatives in ICT training for teachers.

The country report from Slovenia, section 1.2(i) highlights the need for teacher training in equity issues.

provide suitable training to support the use of ICT by parents/families in the home situation. Training for parents is discussed in the country report from Netherlands, sections 2.4 and 2.5.

ICT4I training opportunities need to raise all professionals’ awareness of accessible ICT as an entitlement for learners with disabilities and SEN and ensure professionals’ commitment to developing their own digital literacy, as well as the digital competences of all learners.

Training programmes should aim for minimum standards of competence for all professionals, but also provide specialised training pathways for ICT4I support professionals who will enable schools, teachers, parents and learners to use accessible ICT more effectively. Minimum standards of ICT competence for teachers is discussed in the example from Hungary.

3.2.4 Empowering schools to use ICT as an effective tool for learning

Across Europe, there are increasing demands on schools to work in new ways using ICT. These pressures are arising as a result of:

wider societal factors, such as rising unemployment and increased skill demands for future employees;

rapid developments in ICT in education such as on-line learning and mobile learning tools;

the emergence of individual knowledge creation and publication via social media;

increasing expectations for active learner participation and personalised learning approaches in education.

If school team members are to view ICT as a natural tool for supporting access and participation of all learners, the school ethos and culture needs to positively promote ICT4I practice. The role and work of school leaders in this respect can be seen as a key lever for success.

This is an issue discussed in the country reports from Czech Republic, section 2.3 and Sweden, section 2.4 as well as the example from Sweden.

A school leader’s understanding of, attitude towards and vision for ICT4I is crucial in ensuring that teachers are effectively supported in their work with learners.

A school leader’s vision needs to be effectively communicated to the school teaching team and wider school community. School development and action plans should cover the role of ICT in supporting learning generally, as well as the role and perceived impact of ICT4I in supporting all learners, including those with disabilities and special educational needs.

School leaders themselves must be effectively supported in their ICT4I work and three factors appear crucial in this respect:

the provision of professional development opportunities for school leaders, focussing upon inclusive education generally and ICT4I specifically.

The issue of specific training for school leaders is raised in the country reports from Poland, section 1.3 and Slovenia, section 1.1.

increased opportunities for school teams to access and/or purchase flexible mainstream ICT and specialist AT that meets the individual learning needs they have identified;

the provision of more extensive and flexible ICT4I support services to schools.

The provision of support for schools is an issue discussed in nearly all country reports. Specific examples of innovations in support include the country reports from Netherlands, section 2.2(ii) and Lithuania, section 2.2(i) as well as examples from Luxembourg and UK (Northern Ireland).

Effective ICT4I support for schools will centre on different ICT educational resource centres that are locally organised to offer support to clusters of schools. ICT resource centres are able to provide schools with general ICT as well as specialist ICT4I expertise via teams of multi-disciplinary staff. In particular, resource centres offer:

practical support in developing school level ICT4I infrastructures;

specific advice and information on using mainstream technology;

access to specialist technology and AT;

adapted curricula materials and accessible electronic learning materials;

support and guidance in using ICT as a pedagogical tool for all learners;

specific support on using ICT for personalised learning approaches and approaches that use universal design for learning principles;

possibilities for interaction and communication between teachers and specialist IT professionals (web developers, publishers, etc.);

possibilities for interaction and communication – often using ICT – with other teachers and school teams also working with ICT4I.

The work of ICT resource centres is discussed in the country report for Portugal, section 1.1 as well as the example from France. The country report from Lithuania, section 2.5 identifies resource centres as an area for future developments.

A final area for further development is teachers’ access to adapted curricula materials. Real developments can be seen in the availability of adapted learning materials. However, not all learning materials are suitable for all learners. It is important that teachers have the possibility and the right to revise learning materials and adapt them to learners’ particular special needs, as well as share them with colleagues who may also wish to use them. Many of the country research abstracts consider adaptations to learning materials. Research abstracts from UK (Scotland), France and Italy are examples of different types of initiatives.

This issue is also presented in the examples from Denmark and Poland and discussed in the country reports from Finland, section 2.1(ii) and Latvia, section 1.3.

3.2.5 Developing communities of practice in ICT4I

Schools increasingly need to work within wider learning communities – involving a wider range of partners and fostering formal and informal networks that support their practice. Caldwell (2009) suggests that informal sharing of different forms of knowledge within a network of various professionals can be termed a community of practice. Communities of practice connect stakeholders who share a common interest and encourage the sharing of ideas, practice examples and ways of working, as well as the identification of common problems and solutions. ICT is a key tool for fostering communication between members of communities of practice.

Communities of practice do not necessarily require ‘external’ inputs; they can be self-sustaining based on the community membership. However, the findings from the ICT4I project suggest that a school’s ability to act as a community of practice in relation to ICT4I can be effectively enhanced when there are opportunities for inputs from two sources: examples of innovative practice from other schools and involvement in research and development activities.

The country resources section of the project web area presents over 30 specific examples of innovative practice for consideration.

The usefulness of examples of innovative ICT4I practice appears to increase with wider audiences when the following factors are considered:

The focus for the example

this may be on ICT, but other aspects can be important and informative for school teams. Examples that consider key issues, such as problems encountered, attitudinal and personal factors, the self-confidence of users and teacher attitudes to IT, may help by providing information from other contexts.

Applying ICT to effective teaching

such as assessment for learning, personalisation, etc. Such examples may focus on the use of ICT as a learning tool for all learners. Innovative examples often challenge ways of thinking about accessibility and end users, possible uses of ICT, expectations for learning achievements, etc.

The roles and contributions of different stakeholders in ICT4I

Examples presenting models for new ways of working between learners, teachers, parents and other professionals can raise awareness of possibilities for working within and between school teams.

Innovative uses of ICT to support access and equity for learners

This may involve examining new combinations of IT, or the innovative use of mainstream technology. For examples to inform equity issues, the work considered must be based on inclusive principles and support the learning of a wide range of learners. Examples that are focussed upon specialist approaches have value, but it is limited in scope. In the long term, the innovative examples with the most potential impact are those that inform mainstream ICT4I practice.

Opportunities for school teams to access research information and contribute to research and development activities can support a school’s efforts to work as a community of practice, and will also contribute to the development of more focussed practical research activities. Involvement in research is an issue discussed in the country report from UK (Northern Ireland) section 1.2(v). The country reports from UK (Scotland), section 1.2(iv) identifies this as area for future development work. Specific initiatives for involving schools in research activities are presented in example from Netherlands and the research abstracts from Norway and Belgium (Flemish speaking community).

Schools require access to research findings exploring ICT4I and increasingly recognise the value of national or regional repositories of research evidence. This finding also links with the issue of access to innovative examples of practice: schools benefit from co-ordinated and coherent information sources that present ICT4I research findings, accessible learning materials and resources and annotated examples of innovative practice, etc.

It is recognised that more wide-scale research is needed on the impact of ICT for learning. Schools can potentially benefit from opportunities to be actively involved in research focussing upon ICT4I issues that affect their work. Such input into research activity will ultimately lead to more research evidence on how ICT4I can directly and effectively support the work of schools.

ICT resource centres are seen to have a key role to play in supporting the development of school-based communities of practice in ICT4I. ICT resource centres can act as focal points for:

establishing and facilitating contact between different schools and then supporting schools to work in clusters on using ICT in inclusive education;

encouraging schools that are innovative in their use of ICT to act as ‘role models’ and centres of excellence in ICT4I, supporting other schools in their use of ICT;

sharing national and international innovative examples of ICT4I practice;

developing links and networking between schools and the local and wider research communities.

However, collaborative initiatives between various school-based, resource centre and research teams require long-term commitments as regards funding, resourcing, implementation and evaluation. The country report from Luxembourg, section 2.5 considers the importance of schools collaborating on a more structured basis. The country reports from Poland section 1.1 and 1.3 and UK (England), section 2.2(i) present specific collaborative initiatives, as do the research abstracts from Italy and UK (Scotland).

Such commitments often require the support of policy- and decision-makers for ICT4I and long-term efforts in this area need to be outlined in national and regional ICT4I policy and strategy plans.

3.2.6 Empowering learners through their use of ICT

The ultimate goal of using ICT in inclusive education is to enable all learners to be empowered to use ICT to support their own learning. For learners to be empowered via their use of ICT in learning situations, appropriate ICT needs to be available when it is required and be fit for purpose in meeting personal learning needs. ICT that is fit for purpose is not only concerned with the technology that is available for a learner to use; crucially, it also considers how the learner is supported to use it in the best ways to meet their individual needs. This issue is discussed in the country report from Finland, sections 2.4 and 2.5, the example from UK (Scotland) and the example from UK (England).

All learners – including those with disabilities and special educational needs – need support from teachers and other professionals so they can progress from their initial use of ICT to eventually become confident users of ICT to support their own learning. This requires learners to acquire developmental competences in using ICT. It also requires teachers to use structured ICT needs assessment procedures that identify individual learners’ functional needs for particular ICT tools. Learners can then be supported to assess and manage their personal ICT access and assistive technology preferences. Assessment of ICT needs is discussed in the country report from Luxembourg, section 1.7.

For ICT to be used as an effective tool for personalising learning, teachers need to have a clear understanding of ICT’s potential for fostering learning to learn (meta-cognition) strategies and active learning approaches. ICT to personalise learning is discussed in the country report of Latvia, section 2.4. Specific exemplars of using ICT to personalise learning are presented in the examples from UK (England) and Belgium (Flemish speaking community) and the research abstract from Italy.

Parents and guardians are key players in supporting personalised learning approaches and the development of strategies for actively involving them in their child’s learning. Supporting the use of ICT as a tool for parental interaction and communication with the teachers is an important task for school teams.

Learners increasingly have access to a far wider range and variety of digital learning material, at school and often at home. As a result of this, three responsibilities are emerging for school teams:

Ensuring learners’ ICT safe use (also called e-safety). Learners with disabilities and special educational needs are potentially vulnerable to internet misuse (for example, cyber-bullying). In addition, vulnerable learners are often those who find it hardest to access help in the form of support, guidance or resources for their ICT usage. Ensuring learners’ e-safety involves incorporating safe ICT use issues into the wider teaching of emotional, social and digital literacy with all learners from an early age. This issue is discussed in section 2.3 of the research literature review.

Making all learning material compliant with accessibility standards. This involves ensuring that accessibility is seen as everyone’s concern and all producers and authors of learning materials are trained and equipped to produce accessible material. This issue is discussed in the Lithuania country report, section 2.1(ii) as well as many of the research abstracts available on the ICT4I project web area.

Integrating digital learning strategies into effective assessment, planning and teaching strategies. This involves using accessible ICT as a tool for facilitating and enhancing co-operative teaching and learning approaches, peer-tutoring, collaborative problem solving and heterogeneous grouping for learning activities.

This issue is considered in the country report from Germany, section 2 as well as the examples from Greece and Poland.

The use of ICT to support Universal Design for Learning (UDL; see Center for Applied Special Technology, 2011) is increasingly attracting attention. It is specifically discussed in the country report from Norway, section 1.1 and Cyprus research abstract.

UDL is an approach to using accessible ICT for individualising learning tools and opportunities in order to provide:

multiple means of representation to give learners different ways of gaining information and knowledge;

multiple means of expression to give learners alternative ways of demonstrating what they know;

multiple means of engagement to gain learner interest, motivate them to learn and present learning challenges.

For ICT4I to be truly effective as a tool for supporting personalisation in learning, teachers, parents and wider school teams must have high expectations for the academic and social achievements of all learners. High expectations for all learners’ achievements must underpin all aspects of policy and practice for ICT4I.

3.3 Future opportunities for ICT4I

The World Summit on the Information Society (WSIS) +10 Review Event, February 2013, debated the issue of the ‘educational revolution’ that is happening globally as a result of open access to learning opportunities via accessible ICT. The Communication from the Commission expands upon this idea and argues that:

‘The potential benefits of the digital revolution in education are multiple: individuals can easily seek and acquire knowledge from sources other than their teachers and institutions, often for free; new groups of learners can be reached because learning is no longer confined to specific classroom timetables or methods and can be personalised; new education providers emerge; teachers may easily share and create content with colleagues and learners from different countries; and a much wider range of educational resources can be accessed. Open technologies allow All individuals to learn, Anywhere, Anytime, through Any device, with the support of Anyone.’ (European Commission, 2013a, p. 3)

The findings of the ICT4I project certainly support these assertions. Emerging technologies present clear challenges, but also huge opportunities for widening access and participation in education.

The impact of Massive Open On-line Courses (MOOCs) upon education generally and inclusive education specifically is relatively unknown as yet. To ensure they achieve their full potential, MOOCs must be accessible in terms of their user interfaces and platforms, as well as material and content. However the potential for MOOCs to comply with accessibility standards – such as Web Content Accessibility Guidelines – and therefore open up access to learning opportunities to the widest range of learners is recognised.

Across Europe there are challenges in ensuring that all groups within the educational publishing eco-system follow recognised accessibility standards – from commercial publishers to individual classroom teachers. The potential for anyone to be a producer of learning material via ICT creates the need to ensure that everyone becomes a producer of accessible learning material.

Mandate 376: European Accessibility Requirements for Public Procurement of Products and Services in the ICT Domain is currently being revised and is due to be updated and adopted in January 2014. This document lists standards that should be included in all ICT procurement processes, including those covering the production of publicly funded educational material.

Opportunities can be seen in new developments within digital publishing; in particular in relation to EPUB3, which has in-built internationally recognised accessibility standards. E-publications developed by learners, teachers or commercial publishers using EPUB3 offer the potential for ‘reading with eyes, ears or fingers’ in an integrated way via synchronised text-to-speech and video options.

Access to a wider range of electronic resources, on-line information and content for teachers and learners provides numerous opportunities, but raises new issues for publishers relating to categorisation, tagging and meta data to make searching more efficient for users.

Arguably, the development of wireless-based cloud computing and mobile technology use in schools will lead to the greatest opportunity for change and development in teaching practice. However, the infrastructure for personalised 1-to-1 computing using mobile devices – for example via Bring Your Own Device (BYOD)2 initiatives – must be developed with the principles of universal design embedded from the outset. In addition, schools must be prepared for its introduction via specific training for teachers and other professionals and the provision of key skills and competences for learning via mobile ICT for all learners.

The 2013 Communication from the Commission suggests that:

‘In addition to broadening access to education, wider use of new technology and open educational resources can contribute to alleviating costs for educational institutions and for students, especially among disadvantaged groups. This equity impact requires, however, sustained investment in educational infrastructures and human resources.’ (European Commission, 2013a, p. 3)

The findings of the ICT4I project suggest that, in order to achieve equity, the ICT infrastructure must be genuinely accessible, based upon universal design principles. Open-access educational resources will only be truly open if they are designed to be accessible for all learners.

Increasingly across European countries, all schools are required to follow wider public accessibility legislation and directives, with no exceptions. There has been extensive work on ICT accessibility standards in numerous different contexts. Many of these standards are directly applicable to different educational situations and contexts. However, there is a need for more guidance within IT and educational policies on applying these existing standards to the work of decision-makers, schools, teachers and the professionals who support them (European Agency, 2012b).

A potential challenge for future ICT4I policy implementation will be to monitor compliance with these standards in order to ensure that the rights and entitlements of learners with disabilities and special educational needs are being met. School level policies and action plans for ICT4I are necessary as a tool for ensuring learners’ entitlement to accessible ICT. Specific objectives for ICT4I can be used as success criteria in monitoring the implementation of school improvement plans.

3.4 Monitoring ICT4I developments

The areas where developments impacting upon ICT4I can be identified (as outlined in section 3.2 above) clearly map onto four of the UNCRPD (2006) key propositions examined within the ICT4I project: ICT as a tool for promoting equity, access to appropriate ICT as an entitlement, the training of educational staff, the promotion of research that takes a user-involved approach.

However, data collection and monitoring is an area that currently receives less emphasis in European countries. The conclusions of the Agency’s 2001 report on ICT in SNE argued that there was a need for more data on progress resulting from policies. The ICT4I project findings indicate that this is still relevant and that there are still challenges in relation to monitoring policy and practice for ICT4I.

The Communication from the Commission calls for more evidence-based policies and argues there is a need for countries to: ‘Develop measuring tools and indicators to monitor more closely the integration of ICT in teaching and training institutions’ (European Commission, 2013a, p. 13).

The ICT4I project findings suggest that data collection on the use of ICT for teaching and learning increasingly covers a wide range of aspects, but it rarely leads to information on the use of accessible technologies in classrooms. Generally, it can be argued that information on monitoring the use of ICT for inclusion is limited and where available, the impact of ICT upon inclusion has to be inferred rather than it being explicitly stated.

The ICT4I project activities indicate the need for practical tools decision-makers can use to monitor:

the effectiveness of ICT4I policies, including usage, effects and outcomes data;

schools’ ICT4I work, including frameworks of indicators to audit and then monitor levels of stakeholder confidence in using ICT, as well as learners’ competences and ICT achievements;

specific aspects of ICT4I provision, such as ICT training, or the provision, use and effectiveness of assistive technology.

In response to this perceived need, a framework for monitoring key aspects of ICT4I policy has been developed. This framework is presented in Annex 3.

The ICT4I Policy Monitoring Framework draws upon all of the findings of the ICT4I project and builds upon schema for data collection proposed in previous work (UNESCO, 2009; European Agency, 2009, 2011a). The goal of the proposed framework is to outline an agenda for initial auditing and then monitoring the implementation of a system-based, multi-level policy for ICT4I.

The specific aims of the framework are to provide a basis for information collection that:

guides the overall collection of relevant baseline data for ICT4I policy benchmarking and monitoring purposes;

clearly identifies the areas that need to be monitored in relation to identifying ICT4I progress and developments, issues and problems to be addressed;

leads to the identification of approaches that effectively respond to organisational, local and national level ICT4I needs by monitoring achievements at these levels over time.

The ICT4I Policy Monitoring Framework is not a final product; rather it is intended to be used as a stimulus for discussion and a means to further promote the monitoring of ICT4I developments in European countries.

1 The topic of information accessibility in learning has been the focus for an extensive project conducted by the European Agency: Accessible Information Provision for Lifelong Learning.

The main aims of the project were to to use existing European and international policy and standards for information accessibility as a basis for discussing the implications as well as the practical implementation of accessible information provision within Lifelong Learning and produce clear recommendations agreed at the European level by key stakeholders for Lifelong Learning and accessible ICT that can be used by information providers across Europe to support the provision of accessible information for Lifelong Learning for all learners who need it.

2 The implications of BYOD strategies are discussed in the 2013 UNESCO report on the Future of Mobile Learning – implications for policy makers and planners.

Concluding comments

In today’s knowledge society, access to appropriate ICT must be viewed as a human rights issue. In various policy arenas – the European Union work on ICT, WSIS and the United Nations organisations (United Nations Development Programme – UNDP, United Nations Conference on Trade and Development – UNCTAD and UNESCO’s work focussing upon ICT in education UNESCO's work and access for people with disabilities UNESCO's work – ICT is recognised as being integral to many aspects of citizens’ lives and its importance as a tool for promoting wider social inclusion must be emphasised.

Access to ICT that supports inclusion requires widely available, affordable and accessible technology. It also requires access to appropriately adapted and accessible curricula materials that offer all learners equitable learning opportunities.

Digital exclusion is a complex issue that impacts upon the educational and wider social experiences of far more people than those recognised as having disabilities and/or special educational needs. Access and support in using accessible mainstream and specialist assistive technology that reduces digital exclusion requires a systemic approach to policy and practice that engages all relevant stakeholders.

The overall findings of the ICT4I project indicate that there are four potential levers that should be further exploited in attempts to address digital exclusion:

public procurement at national, regional and organisational levels that incorporates accessibility as a criterion for use when obtaining ICT hardware, software and digital learning materials;

a widespread programme of training for all stakeholders in the ICT4I eco-system, including parents, teachers, school leaders, ICT support personnel, web administrators and IT and media professionals;

school level policies and action plans for ICT4I that are compliant with national level policies and are effectively monitored so as to inform the wider implementation of ICT4I;

supporting a school leader’s understanding of, positive attitudes towards and vision for ICT4I.

These four factors require further action, examination and study in the short and long term.

Throughout the ICT4I project, a recurring message is that the successful use of ICT to support the educational inclusion of learners with disabilities and special educational needs has positive effects for all learners. This is reflected in the ITU report that argues that: ‘investments in accessibility also introduce benefits for wider groups of the population’ (European Commission, 2013a, p. 14).

The effective use of ICT to support learning exemplifies good teaching practice for all learners. However, it must be recognised that ICT4I requires a new pedagogy for learning, based upon using ICT to empower all learners to make decisions about their learning and then be able to implement their choices and decisions.

Implementing ICT4I involves ‘disruptive change’ (Sachs, 2013) for all stakeholders. ICT4I necessarily challenges all policy-makers and practitioners to adapt their thinking and then their ways of working in order to remove barriers and enable all learners to benefit from the educational opportunities that ICT can offer.1

1 A number of clear recommendations on how digital accessibility impacts the participation of persons with disabilities in the Knowledge Societies are presented in the UNESCO report WSIS+10 Review and Strategic Directions for Building Inclusive Knowledge Societies for Persons with Disabilities.

The report focuses upon the implementation of WSIS Action Line 3 ‘Access to Information and Knowledge’ and other relevant lines, include action points on inclusion of Persons with Disabilities, mainly focusing on improving access to information and knowledge.

References

Becta, 2007. Quality principles for digital learning resources. Coventry: Becta

Caldwell, B.J., 2009. The power of networks to transform education: An international perspective. London: iNet/Specialist Schools and Academies Trust

Center for Applied Special Technology (CAST), 2011. Universal Design for Learning Guidelines version 2.0. Wakefield, Massachusetts: CAST

Ebersold, S., 2011. Inclusion of students with disabilities in tertiary education and to employment. Paris: OECD

European Agency for Development in Special Needs Education/Watkins, A. (ed.), 2001. Information and Communication Technology in Special Needs Education. Middelfart: European Agency for Development in Special Needs Education

European Agency for Development in Special Needs Education/Kyriazopoulou, M. and Weber, H. (eds.), 2009. Development of a set of Indicators for Inclusive Education in Europe. Odense: European Agency for Development in Special Needs Education

European Agency for Development in Special Needs Education, 2011a. Participation in Inclusive Education: A Framework for Developing Indicators. Odense: European Agency for Development in Special Needs Education

European Agency for Development in Special Needs Education, 2011b. Mapping the Implementation of Policy for Inclusive Education: An exploration of challenges and opportunities for developing indicators. Odense: European Agency for Development in Special Needs Education

European Agency for Development in Special Needs Education, 2012a. Special Needs Education Country Data. Odense: European Agency for Development in Special Needs Education

European Agency for Development in Special Needs Education, 2012b. Promoting Accessible Information for Lifelong Learning: Recommendations and findings of the i-access project. Odense: European Agency for Development in Special Needs Education

European Commission, 2013a. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources. {SWD(2013) 341 final}. Brussels: European Commission.

European Commission, 2013b. Survey of Schools: ICT in Education. Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools. Brussels: European Commission

International Telecommunication Union (ITU), 2012. The Impact of Broadband on the Economy: Research to Date and Policy Issues. Geneva: ITU

International Telecommunication Union (ITU), 2013a. The ICT Opportunity for a Disability Inclusive-Development Framework. Geneva: ITU

International Telecommunication Union (ITU), 2013b. The World in 2013: ICT Facts and Figures. Geneva: ITU.

Organisation for Economic Co-operation and Development (OECD), 2007. Students with Disabilities, Learning Difficulties and Disadvantages: Policies, Statistics and Indicators. Paris: OECD

Sachs, J., 2013. Keynote given at the World Summit on the Information Society (WSIS) +10 Review Event, February 2013

United Nations, 2006. Convention on the Rights of Persons with Disabilities. New York: United Nations

United Nations Educational, Scientific and Cultural Organization, 2009. Policy Guidelines on Inclusion in Education. Paris: UNESCO

United Nations Educational, Scientific and Cultural Organization/Global Initiative for Inclusive Information and Communication Technologies (G3ict). 2014. Model Policy Document for Inclusive ICTs in Education. Paris: UNESCO

United Nations Educational, Scientific and Cultural Organization/International Bureau of Education, 2008. Conclusions and Recommendations of the 48th Session of the International Conference on Education. (ED/BIE/CONFINTED 48/5). Geneva: UNESCO IBE

United Nations Educational, Scientific and Cultural Organization Institute for Information Technologies in Education and European Agency for Development in Special Needs Education, 2011. ICTs in Education for People with Disabilities: Review of innovative practice. Moscow: UNESCO IITE.

World Health Organization/World Bank, 2011. World Report on Disability. Geneva: WHO

World Summit on the Information Society, 2010. Outcomes document. Geneva: International Telecommunication Union.

World Summit on the Information Society, 2013. World Summit on the Information Society (WSIS) +10 Review Event, February 2013

Annex 1: Glossary

Accessibility

Article 9 of the UN Convention defines accessibility as follows: ‘To enable persons with disabilities to live independently and participate fully in all aspects of life, States Parties shall take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to the physical environment, to transportation, to information and communications, including information and communications technologies and systems, and to other facilities and services open or provided to the public, both in urban and in rural areas.’

Accessible information

within the ICT4I project accessible information is understood as information provided in formats which allow every learner to access its content ‘on an equal basis with others’.

Alternative/Augmentative Communication (ACC)

extra ways of helping people who find it hard to communicate by speech or writing to communicate more easily. This can include signing and gesture (unaided systems) or books and special computers (aided systems). International Society of Augmentative and Alternative Communication

Assistive technologies (ATs)

‘adaptive devices that enable people with special needs to access all manner of technical products and services. ATs cover a whole range of ICTs, from customised keyboards and speech recognition software to Braille computer displays and closed captioning systems for TV.’

The British Assistive Technology Association (BATA) states that ‘AT is any item, equipment, hardware, software, product or service which maintains, increases or improves the functional capabilities of individuals of any age, especially those with disabilities, and enables them more easily to communicate, learn, enjoy and live better, more independent lives.’

Cloud-based solutions/Cloud services

cloud services are delivered via the Internet from locations remote from the end user and their institution.

Design for all

a design approach to products and services, aiming to make them usable for as many people as possible.

Design for all ‘is used to describe a design philosophy targeting the use of products, services and systems by as many people as possible without the need for adaptation’. Design for All is design for human diversity, social inclusion and equality (Source: EIDD Stockholm Declaration, 2004)

Digital

(as in digital content, digital devices, digital resources, digital technology) – essentially, another word for computers and computer technology. (Computers store and process information by converting it all to single-figure numbers – digits.)

Digital divide

refers to ‘the gap between those who can benefit from digital technology and those who cannot’.

Digital literacy

basic computer skills such as being able to do word-processing or go on-line. It refers to ‘the skills required to achieve digital competence. It is underpinned by basic skills in ICT and the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet.’

Emerging technologies

‘tools, concepts, innovations, and advancements utilized in diverse educational settings to serve varied education-related purposes’ … these are ‘potentially disruptive, not yet fully understood, and not yet fully researched’.

Information

within the Agency i-access project the term ‘information’ is extended to information in any given format – print or electronic, audio or visual – and is also extended to communication and interaction to cover, for example, the possibility of contacting an organisation to get relevant information. The project focus is on information relevant for lifelong learning. However, the recommendations of the i-access project are equally valuable for any form of information provision.

Information and Communication Technology (ICT)

‘consists of all technical means used to handle information and aid communication, including both computer and network hardware as well as necessary software. In other words, ICT consists of IT as well as telephony, broadcast media, and all types of audio and video processing and transmission.’ ICT, which means computers, mobile phones, digital cameras, satellite navigations systems, electronic instruments and data recorders, radio, television, computer networks, satellite systems … almost anything which handles and communicates information electronically. ICT includes both the hardware (the equipment) and the software (the computer programs in the equipment).

Information Society

‘a society in which the creation, distribution and treatment of information have become the most significant economic and cultural activities … The information Society is considered as a necessary previous step to build Knowledge Societies.’

Knowledge Societies

Knowledge societies according to UNESCO means societies in which people have the capabilities not just to acquire information but also to transform it into knowledge and understanding, which empowers them to enhance their livelihoods and contribute to the social and economic development of their societies. (UNESCO, 2010. Towards Inclusive Knowledge Societies. A review of UNESCO’s action in implementing the WSIS outcomes)

Learning platforms

‘an integrated set of interactive online services that provide teachers, learners, parents and others involved in education with information, tools and resources to support and enhance educational delivery and management. It is not a single ‘off the shelf’ product but a collection of tools and services designed to support teaching, learning, management and administration.’

Mobile technologies

‘Mobiles enable ubiquitous access to information, social networks, tools for learning and productivity, and much more. Mobile devices continue to evolve, but it is the increased access to affordable and reliable networks that is driving this technology now. Mobiles are capable computing devices in their own right – and they are increasingly a user’s first choice for Internet access.’

Personalised learning

aims to promote learner-focussed educational opportunities through learner self-regulation, meta-cognitive strategies and learner-teacher discourse. The voice of the learner is critical in shaping all teaching strategies. Personalisation also involves working more closely with parents and families to address any support requirements in a more holistic way and constructively engages teachers and learners in goal-oriented assessment.

Personalisation is not ‘individualisation of learning’, which is essentially a teacher driven action. Learner participation and involvement in decision-making is crucial to distinguishing between the two approaches.

Technology

often used as another word for ICT, although strictly speaking ‘technology’ can mean almost any type of tool or applied knowledge. For example, pencil and paper, slates, blackboards and whiteboards are all types of writing technology.

Universal Design

the design of products, environments, programmes and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialised design. 'Universal Design' shall not exclude assistive devices for particular groups of people with disabilities where this is needed.

Universal Design for Learning (UDL)

an approach to addressing the diversity of learner needs by suggesting flexible goals, methods, materials, and assessment processes that support educators to meet varied needs. Curricula created using UDL are designed from the outset to meet the needs of all learners. A UDL framework incorporates flexible design of learning situations with customisable options, which allow all learners to progress from their own, individual starting points.

Annex 2: ICT4I Policy monitoring framework

The ICT4I Policy Monitoring Framework has been developed in an attempt to address a concern emerging from the ICT4I project activities – the need to monitor support provided to learners, teachers and schools in order to ensure a coherent system of ICT4I policy and provision in the short and long term.1

The framework presented here should be considered as a tool for supporting the different phases of policy delivery: auditing the current situation; ensuring essential pre-requisites for policy implementation are in place; implementing the strategic actions linked to the policy objectives; monitoring all policy implementation activities; and disseminating information on the outcomes of the policy implementation.2

The ICT4I Policy Monitoring Framework provides an outline structure for countries to discuss, adapt and develop for their own data collection for policy auditing and benchmarking, monitoring and evaluation purposes. The framework has the potential to be further developed within individual country contexts in order to:

ensure that all learners’ rights in relation to ICT access are met; and

examine the effectiveness of systems of provision for ICT4I.3

The framework considers all aspects of infrastructures for ICT4I. It presents a possible response to the UNCRPD key proposition calling for data collection and monitoring relating to the use of ICT as a tool for promoting equity, access to appropriate ICT as an entitlement, the training of educational staff and the promotion of ICT research and development. These four issues are continuous themes underpinning the overall content of the Policy Monitoring Framework.

The framework considers the issues highlighted in the project as developments having most impact upon ICT4I policy and practice (please refer to section 3.2 of this report).

The framework covers different levels of the education system that impact on the educational experiences of learners with disabilities and special educational needs – individual learner, teacher/classroom, school, regional and national levels. Although the framework has been prepared as a generic tool covering all levels of the ICT4I system, it can potentially also be used for policy monitoring work at one or more specific levels.

This multi-level framework is in line with current and previous work on effective data collection for inclusive education, (Organisation for Economic Co-operation and Development, 2007; Ebersold, S., 2011; European AgencyMipie Report, 2011b; World Health Organization/World Bank, 2011; UNESCO/G3ictModel policy for inclusive icts in education for persons with disabilities, 2014).

The ICT4I Policy Monitoring Framework is based upon three premises:

(i) The need to involve all relevant stakeholders in policy monitoring

Key stakeholders and partners in data collection processes (organisations, researchers, etc.) must be identified in order for participatory data collection procedures involving learners, their families and representatives to be identified and used.

The relevant stakeholders must be engaged in agreeing on an action plan with milestones for policy monitoring and evaluation. This will include agreeing the focus of quantitative, input-focussed data collection (e.g. application of accessibility standards, procurement figures, etc.) and qualitative data collection, exploring process and outcome issues.

(ii) The need to collect different types of data and information for policy monitoring purposes

Data that is limited to simple quantitative measures does not inform policy evaluation on its own. There is a need to collect quantitative and qualitative data informing debates regarding the outcomes and/or benefits of accessible ICT provision. Qualitative as well as quantitative data should be available on inputs, as well as processes and outcomes relating to the use of ICT in inclusive education.

The collection of structured information on innovative examples of impact in using ICT in inclusive education can act as a useful inspiration for educational organisations and professionals.

(iii) The need to cross-reference different sources of data collection methods and findings

A framework of data collection procedures that examines learners’ rights, as well as system effectiveness issues, must be developed in order to monitor the impact of ICT4I for learners, teachers and schools.

For this to be achieved, there is a need to cross-reference specific data collection relating to ICT4I to other areas of national and/or international data collection procedures in order to avoid overlap of efforts and ensure compliance with data collection requirements. A starting point is the identification of existing data, as well as gaps and areas of missing information.

There is great potential for the use of ICT as a tool for collecting different types of data and information for policy monitoring purposes.

The ICT4I Policy Monitoring Framework is intended to provide a practical tool for considering longer-term information collection that can be integrated into existing digital policies and fits into wider ICT policy initiatives.

The framework is based on a structure of inter-related and mutually supportive policy goals, objectives and actions:

ICT4I policy goals – that describe the broad intentions of an ICT4I policy.

Policy objectives to be met – that highlight the specific targets that must be achieved in line with the policy goals. The overall effectiveness of the implementation of any ICT4I policy will be judged against the achievement of the stated policy objectives.

Policy actions to be monitored – that detail the specific actions that will act as levers and potentially have the most impact in terms of promoting desired changes and developments.

In the framework grid, the identified policy actions for monitoring have been phrased in a way that supports simple monitoring, using metrics that indicate the degree of policy action completion – for example: Full/Partial/None.

By using a simple metric, the extent to which each policy action has been completed can be assessed and recorded. However, the wording and example metric described here are presented as examples for discussion and it is recognised that countries may have existing metrics that can be applied to the suggested policy actions.

The framework document comprises a simple grid that can be adapted to different national or regional contexts. To support country discussions and policy monitoring development work, the text in the grid is non-copyright material and is intended for policy-makers and practitioners to develop and modify as needed to meet their specific country requirements.

Editable, electronic versions of the ICT4I Policy Monitoring Framework are available to download and re-purpose, as long as a reference to the original source is given, in the following languages: Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Italian, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Slovakian, Slovenian, Spanish, Swedish.

1 Data collection is recognised as a key tasks under the article of the UNCRPD: Article 31 – Statistics and data collection

1. States Parties undertake to collect appropriate information, including statistical and research data, to enable them to formulate and implement policies to give effect to the present Convention. The process of collecting and maintaining this information shall:

Comply with legally established safeguards, including legislation on data protection, to ensure confidentiality and respect for the privacy of persons with disabilities;

Comply with internationally accepted norms to protect human rights and fundamental freedoms and ethical principles in the collection and use of statistics.

2. The information collected in accordance with this article shall be disaggregated, as appropriate, and used to help assess the implementation of States Parties’ obligations under the present Convention and to identify and address the barriers faced by persons with disabilities in exercising their rights.

3. States Parties shall assume responsibility for the dissemination of these statistics and ensure their accessibility to persons with disabilities and others.

2 An example of different phases of policy delivery is presented in the Model Policy for Inclusive ICTs in Education for Persons with Disabilities. Section 4 discusses policy actions linked to different phases of policy implementation.

3 The Policy Monitoring Framework tool can be situated within the wider cycle of policy development implementation and review. Various models for and issues related to policy development cycles are available. Some are based on Theory of Change approaches (for definitions see Theory of Change website and a discussion on the applicability of theory of change: Review of the use of ‘Theory of Change’ in international development )

Policy development cycles can be considered in relation to specific topic and fields. An example of this is the Guidelines on adaptation of the UNESCO ICT Competency Framework for Teachers developed by UNESCO-IITE.