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Research Abstracts
Gauci, A. (2011) What is the role of ICT in the education of students with autism spectrum disorder in Kindergarten classes in Malta? An MA thesis in partial fulfilment of the Master of Arts in e-Inclusion (Learning, Disability & Technology) at King’s College London. PDF (111kb)
This section presents all of the Country Resources collected during the ICT4I project. Two types of resources are presented here:
The country resources can be searched by thematic area, or specific country.
The Agency ICT for Inclusion (ICT4I) project (2012–2013) aimed to collect information about the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education. The project provided an update to the Information and Communication Technology in Special Needs Education project (1999–2001).
The Organisation of Provision to Support Inclusive Education project ran from 2011 to 2014. It addressed the question: how are systems of provision organised to meet the needs of learners identified as having disabilities under the United Nations Convention on the Rights of Persons with Disabilities?
The overall aim of the country reports is provide an overview of key policy and practice issues relating to ICT for Inclusion in participating countries. The full country reports can be downloaded using the links below.
This report on European Patterns of Successful Practice in Vocational Education and Training (VET) was developed as a result of a coherent and comprehensive analysis of 28 VET practices, examined in the course of the Vocational Education and Training: Policy and Practice in the field of Special Needs Education (VET) project.
This document critically reviews the literature on issues related to vocational education and training for learners with special educational needs. It covers two priority areas: the key factors that facilitate vocational educational and training for learners with special education needs, and the relationship with the labour market and key challenges.
This is a review of international research literature in the field of teacher education generally and teacher education for inclusion specifically. The review was developed with input from representatives of the European Commission's Directorate-General for Education and Culture, UNESCO International Bureau of Education and OECD-CERI. Most importantly, experts from 18 countries participating in the Agency project conducted a review of research information and this is also included in the review document.
This review presents the developments in international and European policy related to information and communication technology (ICT) and education, with a special focus on ICT to support inclusive education. It is one of the outputs of the Agency's ICT for Inclusion (ICT4I) project (2012–2013).
The Raising Achievement for All Learners (RA4AL) project (2011–2012) set out to identify the issues that need to be explored and strategies at the policy level that appear to be successful in raising the achievement of all learners.
This report synthesises the key issues and findings arising from the RA4AL conference and other activities carried out during the one-year project, including a review of past Agency projects and recent academic research. It aims to collate information about how best to engage all learners and raise their achievement.