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Role of ICTs for Persons With Disabilities – some reflections on the challenges and potentials Ian Kaplan Enabling Education Network www.eenet.org.uk.

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Presentation on theme: "Role of ICTs for Persons With Disabilities – some reflections on the challenges and potentials Ian Kaplan Enabling Education Network www.eenet.org.uk."— Presentation transcript:

1 Role of ICTs for Persons With Disabilities – some reflections on the challenges and potentials Ian Kaplan Enabling Education Network

2 Challenges Access - although ICT availability is increasing there are still huge gaps in access A lack of training, support and experience for teachers in key inclusive pedagogical skills which underpin effective use of ICTs in classrooms - ‘When teachers lack the required competencies (which include not only ICT command/ knowledge, but also skills and positive attitudes towards use of ICTs and assistive technology in educational settings) it is very difficult to use these technologies for setting inclusive classrooms open to the participation of persons with disabilities.’ 2013:22 Some concerns about the relationship between ICT use and positivist and instrumental notions of teaching and development – the use of ICTs in inclusive education needs to be understood as an inherently social process The ICT Opportunity for a Disability-inclusive Development framework – Synthesis report of the ICT Consultation in support of the High- Level Meeting on Disability and Development of the sixty-eighth session of the United Nations General Assembly International Telecommunication Union – 2013

3 Potentials Assistive technologies – low/no tech as well as high tech Opensource software and other resources Emerging and new forms of accessible technology Positive attitudes and a desire for innovation - opportunities for community engagement with schooling Development in consultation with people with disabilities

4 Underpinning the use of ICTs in supporting all learners is a need for… decentralised education systems which emphasise flexibility, creativity, collaboration and local contextualisation of curriculum/materials; developing and supporting skills in locally adapting the curriculum/materials to suit the needs and strengths of all learners through pre-service and in-service teacher education – Such skills represent the foundation upon which teachers’ can best make use of ICTs to support learners with disabilities in schools and classrooms.

5 ‘…lack of competencies of school teachers to use ICTs. When teachers lack the required competencies (which include not only ICT command/knowledge, but also skills and positive attitudes towards use of ICTs and assistive technology in educa- tional settings) it is very difficult to use these technologies for setting inclusive class- rooms open to the participation of persons with disabilities.’ P-22 ‘…where possible, technologies ought to be designed to be as inclusive as possible to all persons, as opposed to further development of certain technologies that would only be used specifically by persons with disabilities.’ P-24 The ICT Opportunity for a Disability-inclusive Development framework – Synthesis report of the ICT Consultation in support of the High-Level Meeting on Disability and Development of the sixty-eighth session of the United Nations General Assembly International Telecommunication Union


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