artigo elearning papers

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eLearning Papers www.elearningpapers.eu 1N 16 September 2009 ISSN 1887-1542

Preparing special education frontline professionals for a newteaching experienceJaime Moreira Ribeiro & Antnio Moreira

DigitalContentsLaboratory,UniversityofAveiro,PortugalAna Margarida Pisco AlmeidaCetac.media&DepartmentofCommunicationandArts,UniversityofAveiro,PortugalSummary

A large number of special education professionals agree on the fact that Information andCommunication Technologies (ICT) are an important tool for teachers and students to

overcomebarriers and promote the acquisition of skills. ICT can promote school and socialinclusionbydiminishingtheobstaclesforstudentswithSpecialEducationNeeds(SEN).AcorrecteducationalimplementationofICTdependsstronglyontheteachers'awarenessoftheirpossibilitiesintheclassroom,theirtrainingandtheircapacitytoadapttothedifferentiatedlearning styles of SEN students. However, the lack of training on ICT is one of the mostfrequentlypointedreasonsfornotusingormisusingthemaspedagogicaltoolsorindividualAssistiveTechnologiesamongpupilswithSEN.This paper reports the findingsof a survey conducted among teachersattending a MastersDegreeonSpecialEducationinwhichtheywereaskedtoanalysetheacquisitionofgeneralICT skills and specially oriented ICT solutions for students with learning disabilities. The

collection,compilationandprocessingofthesurvey'sdatadescribesandexplainstheactualperceptions,skillsandtrainingneedsofthisprofessionalgroup.TheresultsseemtoconfirmotherstudiesthatconcludethatspecialeducationteacherssupporttheuseofICTasausefultoolintheeducationofstudentswithlearningdisabilities.However,ourconclusionsshowthatpriortoaspecificICTforSENtraining,teachersmustacquireasetofbasicICTskills.Theeducationalsupportprovidedby trainedandspecializedprofessionalsassistedbyICTmeansandtechniquesconstitutesanextraordinaryaidforthosestudentswhoneedtoseetheirdisadvantagereducedorovercome.Keywords:eInclusion,ICTTraining,SEN,AssistiveTechnologies,specialeducation,overcomebarriers,e-skills

1 IntroductionA statement by Mary Pat Radabaugh (a former employee with the IBM Disability SupportCentre)oftencitedbyauthorsinthefieldofspecialeducationandICTresearch,illustratesthesimplicity that materializes the potential that ICT represents for those that for somecircumstancearedeprivedofafullparticipationintheirdailyliving:Formostpeopletechnologymakes things easier. For persons with disabilities, technology makes things possible(Radabaugh,1993) 1.

1StudyontheFinancingofAssistiveTechnologyDevicesandServicesforIndividualswithDisabilities,AReporttothe President and the Congress of the United States, March 4, 1993, National Council on Disability:http://www.ncd.gov/newsroom/publications/1993/assistive.htm
http://www.ncd.gov/newsroom/publications/1993/assistive.htmhttp://www.ncd.gov/newsroom/publications/1993/assistive.htm


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ItisfrequentlypleadthattheuseofICTaccruebenefitstotheteaching-learningprocess,notonlybymeansofcommunicationofavailableknowledge,butalsobythemotivationalloadthattriggerstheyouthoftodaywholiveswampedwithtechnologicalinnovations.Indeed,therearenumerousEuropeanandInternationalstudiesthatsubstantiatethebenefitsof theassociationof education with technology, withconclusive evidence of improvements in participationand

performance (Balanskat, Blamire & Kefala, 2006; BECTA, 2007 and 2003; Liu, Cornish &Clegg,2007;Williams,Jamali&Nicholas,2006;andmanyothers).Kirini ,V.Vidaek-HainandKovai reaffirmthatwhen comparedtotraditionaleducation,computer-aidededucationhaslargelyprovedtobemoreeffectiveandefficient,primarilyowingtoadditionalmotivationenhancedbytheinteractionwiththecomputer(Kirini,Vidaek-Hain&Kovai,2009:42).Theconceptofinclusionreportstothephysical,socialandacademicinsertionofthestudentwith SEN in regular classrooms, assuming that heterogeneity between students is a verypositive factor for the learning experience of all, enriching it and making it more proficient(Correia,2008).Theinclusiveperspectivesearchesforaschoolforallandforeachoneanddemandsanindividualizedandcustomizededucationalresponsetothespecificlearningneedsofeachstudent.

A school that pursuits a full incorporation of students with SEN, and therefore an inclusiveschool,mustrecognizeandsatisfytheirparticularneeds,copingwithdifferentlearningpacesand styles, experiences, the relationship of the individual with his/her environment, throughcurricular adaptations, diversified pedagogical strategies and good management (Santos,2006). It must strive for equal opportunities, minimizing disabilities in a way that the SENstudentcanmaketheschoolandsocialpathwaythelessrestrictivepossible,asstatedinthe2004UNESCOSalamancaDeclaration(UNESCO,2004).Fonseca(2008)emphasizesthatitiscrucialtoprovidechildrenwithSENwithaspecializededucationalintervention,asmeansandspecialcarevariesaccordingto thespecificneedsofeachone,forthefulldevelopmentoftheircapabilities.Theeducationalsupportprovidedby

trained and specialized professionals, assisted by means and techniques also specialized,constituteaformofaid/supportforthestudentwhoneedstoseehis/herdisadvantagereducedorovercome.ICTrevealsitself,inthisway,asapowerfultool,inamannerthatcandiminishthedisabilitiesandincapabilitiesofthestudentswithSEN,promotingtheschoolandsocialinclusion(Santos,2006).Withstudentswith more severeproblems/conditions, thatpossessadisabilitycausingdysfunction,ICTcanactasanindividualassistivetechnology,resolvingfunctionalproblems,towards compensating orsubstituting the affected function that couldbesensorial, motor orcognitive.However,theapplicabilityofICTinSpecialEducationdoesntrunoutinitsroleasanAssistive

Technology,asinregulareducation,butmaybewithmorerelevanceICTassumesitselfasanimportanttoolattheserviceofteachersandstudentstoovercomebarriersandpromotetheacquisitionofskills.Sancho&Hernndez(2006:148)summarizedthisideabysayingthatTheuseofICTenablesvaried answers, because it allows different types of presenting information, diverse ways ofexpression and learningand various formsof involvement, in response to the complexity offacetsoflearningandteaching.Winnebrenner(1996)addsthattheeffectiveuseoftechnologyintheclassroomshortensthegapbetweenpotentialandperformance,especiallyinregardstostudentswhostruggletolearn.BECTA,inits2007AnnualReview,addsthatICTalsoreducesthegapbetweenstudentswith

highandlowperformance,helpingmorestudentstobesuccessfulinlearningandmotivatingandsupportingthosemostdisadvantagedanddestituteofinterest.ThediscussionabouttheusefulnessofICTintheeducationofSENstudentsisalreadyaconcernformanyEuropean



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governmentsaspresentinthe2001and2003reportsoftheEuropeanAgencyforDevelopmentinSpecialNeedsEducation(EADSEN)inwhichitcanbereadthatMostcountriesagreethataccess to ICT can reduce inequalities in education and that ICT can be a powerful tool insupportingeducationalinclusion.[...] Thedigitalresources thatcouldbedevelopedwithintheeducationsystemsofcountries(OECD,2001)mayseemparticularlypromisingineducationofstudentswithspecialeducationalneeds(Meijer,Soriano,&Watkins,2003:44).

However,severalauthorsclarifythat themerepresenceoftechnologypresentsnoautomaticeffectinobtainingbenefitsandthatthekeyfactorisnotthetechnologyitselfbutthepedagogyusedandtheinteractionbetweenteacher,studentandcontent(Florian&Hegarty,2004;Paiva,2003;Sancho&Hernndez,2006;Santos,2006;Sancho&Hernndez,2006).Theyreinforce,also,thatoneshouldseektotakeadvantageoftheuniquecharacteristicsoftechnologiesandnotmerelyreplicatethetraditionalmethodsofteaching,becauseonlythenwillyougetprovenadvantages of its use (Brodin & Lindstrand, 2003; EADSEN, 2001; Miranda, 2007; Santos,2006;Schlnzen&Junior,2006;Winnebrenner,1996).LobatoMiranda(2007),inherreviewofseveralstudies,emphasizesthatthecompletionoftheseactivitiesonlywiththeintroductionoftechnologydoesnotproducevisiblepositiveeffectsinstudentslearning.Thecontinueduseofcomputersinschoolonlytosupporttheacquisitionoftraditionalskillsisawasteoftimeand

technology(Winnebrenner,1996).ForICTtosucceedinhelpingthosewhostriveintheirschoolpath,ithastobeadequatetotheparticularneedsofthesestudentsandsupportedbyprofessionalsawareofitspotentialandinpossessionoftheskillsthatallowaneffectiveuseof technology.However,themeansarenotalwaysavailableand/orappropriatetotheneedsofstudentswithorwithoutspeciallearningneeds. Additionally, there isa lack of trainingof teachingand non teachingstaff, tosupportthese students who are many times deprived of adequate equipment and specializedprofessionals.2 Reasons for the study

Asseenintheintroduction,wecanassumethatthisstudytriestobringtodiscussiontheissueof teachers and other professionals specialized ICT training whose work is to support theschoolpathofstudentswithSEN,eitherfromamorefunctionalorfromanacademicpointofview.ItisproventhatICTisanaddedvaluefortheeducationofthemajorityofstudentsinregularschoolwithorwithoutSEN,effortsbeingmade,nationwide,toequipallschoolsandstudentswith computers and broadband Internet connections so that everyone has the resourcesavailableforaproficientteachingandlearningprocess.Butaretheteachers,speciallytheonesthatsupportstudentswithparticularlearningneeds,endowedwiththeskillsthatallowthemtotake advantage of the potential of ICT as a tool for working at the service of student andteacher? Are the initial college courses or the courses provided by companies that market

productsforSENsufficienttoofferenoughskillsforprimaryICTsupportedapproaches?Inthisperspective, we believe that it isnecessary tofrequentlysurvey the trainingneeds ofspecial education frontline professionals so that the managers and implementers of trainingtailorthetrainingcoursetotherealtrainingneedsofthoselookingforawaytooptimizetheirwork,sothatthosewhodependonitarenotimpairedinanyway.3 The studyFor this research an exploratory-descriptive study was conducted through survey using aquestionnaireon possessed ICT and training needs for special education skills applied to aclass of education professionals acquiring a Masters degree in Special Education in theCognitiveandMotorareas.TheapplicationofthequestionnairetookplaceonthestartingclassofathirtyhourprogramonPedagogicalUseofICTwhichincludedpedagogicaluseoftheInternet,ProductivityTools,ageneralapproachtoknownAssistiveTechnologiesforthemost



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common disabilities and with a specific incidence of technologies directed do neuro-motordisabilities.Thegroupofrespondentswascomposedof19femaleindividuals,withdifferentspansofworkexperience.Theprofessionalgroupconsistedof8SpecialEducationteachers,1educationalsupportteacher,2BasicEducation(1stCycle)teachers,6Kindergartenteachersand2Socio-

culturalAnimators. Of the whole group, 9 individualswere responsible for direct support tostudentswithSENandtheremainingdealtwiththesepupilsinregulareducationalcontexts.OneshouldstressthedemandfortrainingofthosethatdealwithstudentswithSENinregulareducationalcontextsthatincludeotherchildrenwithoutSEN.Thequestionnairewascomposedofmultiple-choicequestionsthatinquiredaboutregularandspecialized ICT Skills, ICT training background, and ICT use for management, materialscreation and pedagogical purposes. In addition, respondents were asked their opinions andbeliefsabouttheuseofICTwithSENstudents.Collection, compilationand processing of data to describe and interpret the reality of actualperceptions, skills and trainingneedsof this focusgroup were conducted. The results were

subjectedtodescriptiveanalysesinordertoprovideaglobalperspectiveongeneralICTskillsandafocusedperspectiveonspecificskillsworkedupon.4 ResultsEveryoneofthe19respondentsshowedinterestinthepedagogicaluseofICTwithstudentswith SEN. In particular, 12 of the respondents revealed high interest in this matter, 6 goodinterest, and only 1 indicated reasonable interest. Almost the entire group of respondentsagreesthatICTofferssignificanteducationalbenefitsandthatitcanhelpstudentswithlearningdisabilitiesovercometheobstaclesimposedbytheirdisabilities(17fullyagreed,1agreedand1 missing answer). Furthermore, the entire group believes that ICT brings pedagogicaladvantagestostudentswithSEN.Additionally,approximately17respondentsbelievethatICT

isafactorofincreasedmotivationandparticipationforstudentswithlearningproblems.These answers were confirmed by nearly all of the respondents (18 out of 19) that aremotivatedfortheuseofICTineducationofstudentswithSENandwhothinkthatICTtraininginthisareaisofmajorimportancefortheirworkinsupportingtheeducationofthesestudents.ThesamenumberofrespondentsacknowledgesthatspecialeducationprofessionaltrainingencouragestheuseofICTwiththesepupils.Themajorityoftherespondentssaidthattheyhadfrequentandlong-termuseofcomputers,mainlyforelaborationofwrittenclassmaterialsandforadministrativefunctions.Theiranswersstatedthattheuseofthecomputerindirectinterventionwasntsofrequent,although6madeeducationalactivitiesatthecomputerwithhighfrequency.

ThequestionabouttherespondentsICTtrainingbackgroundwasacumulativemultiple-choiceitem (more than one answer could be chosen). In this section the results showed that 10respondentsreceivedtheirICTtrainingintheirhighereducation.Also,5respondentssaidthattheyhadattendedtrainingcoursesattheirworkschools,andanother5,fromtheMinistryofEducationtrainingcourses.Anequalnumberofrespondentsstatedthattheywereautonomouslearners.Only1respondenthadcomplementaryorspecializedtraininginICT.WhenquestionedaboutspecializedtrainingforpedagogicalapplicationsofICT,7respondentssaidthattheyhadattendedsometypeofpedagogicaluseof ICTtraining.InthespecificSENorientedICTskills,17respondentsrespondednothaveattendedanysortoftrainingintheuseof specific SEN pedagogical software. As regards training in Assistive Technologies, the

situation isslightly less negative, but only3of the 19respondents had some trainingin thisarea.



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About their global ICT skills, a larger number (14) said that they had reasonable skills incomputeruse.In the detailed inquiring about ICT skills all of them indicated the need for more general(Operating System and Productivity Tools) and specific SEN ICT training (Specific SENsoftware,AccessibilityOptionsoftheOperatingSystemandAssistiveTechnologies).

Eachareaoftrainingneedshadavailableaclassificationfromhighprioritytolowpriority:inspecificsoftwareforSEN,15respondentsclassifieditasahighpriority;theclassificationofhighwasgivenin12casesforAssistiveTechnologies;ingeneraleducationalsoftwareonly2respondentsclassifieditasahighpriority;theclassificationofhighpriorityforgeneralICTwasattributedby4respondents.In the screening of confidence in the use ICT the survey showed that only 4 of the 19respondentshaveconfidenceintheirtechnologicalabilitiesandonly1feelsthathe/shehassufficient ICT training for an efficient response to the needs of students with SEN. Only 2respondentsfeelthattheirICTknowledgeisupdated.

WhenaskedaboutavailableICTforSENtrainingcourses,13respondentsthinkthattheofferofspecializedtrainingisntenoughwhile4 respondentsagreethattheactualtrainingcoursessatisfytheirneeds.5 DiscussionTheresultsseemtoconfirmotherstudiesthatconcludethatspecialeducationteacherssupporttheuseofICTasausefultoolintheeducationofstudentswithlearningdisabilities.Fortheirgreaterproximitytotheeducationalprocess,teachersareclearlydefendersoftheuseofICTineducationasshowninvariousstudies,particularlyinthesurveyconductedwithItalianteachersbyBenigno,Bocconi&Ott(2007)andwithSwedishteachersbyBrodinandLindstrand(2003).Inthefirststudythereisrecognitionof75%ofrespondentsofthepotentialofICTinfostering

inclusionand,inthesecond,of79%.ThisinclusivepotentialisrecognizedbyEADSENintheir2001and2003studies,alreadymentioned,whichcallfor theireffectiveuse,encouragingtheresolutionofthefactorsimpedingitsuse.All respondentsagree that ICT constitute a valuableeducational tool and a way to facilitateaccess and participation, thus contributing towards the full inclusion of these strugglingstudents, this being the major concept defended by several authors worldwide. Florian andHegarty(2004)realizedthatinclusionisa featurethatdefinesICTandaddedthattheyactasequalizers to be used in overcoming barriers for all students, but especially for those withdisabilities,inanycontextwherelearningtakesplace.Abbott(2007)andSchlnzen&Junior(2006)addedthatICTcanprovidegreaterindependencetothestudentsandcanunraveltheirhiddenpotential.

Hence,theacceptanceofcomputersasalliesandtherecognitionoftheirvalueintheworkwithstudents with SEN by special education professionals seems not to constitute an obstacle,contradicting their regular education colleagues where still 1/5 of European teachers havedoubts or denies any benefits in the use of ICT in education (Balanskat, Blamire & Kefala,2006).Besidesthedirect educational advantages andbarriersdestruction, these professionals alsobelieve that ICT contributes for increased motivation and even act as disciplinary tools,stimulating attention and good behavior as supported by numerous studies (BECTA, 2003;Florian&Hegarty,2004;Sparrowhawk&Heald,2007;Williams,Jamali&Nicholas,2006),justtomentionafew.

We noted that a large percentage of professionals had acquired ICT skills in their highereducation studies but at the same time feel they arent prepared for an adequatework with



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studentswithlearningdisabilities,reinforcingtheideathatsomehaveICTskillsbutdontknowhow to apply them in an educational manner. We agree with Abbott (2007) on that part ofproblemfrequentlyliesnotonthenon-useoftechnologybutratheronitsmisuse.Almost all the respondents revealed a frequent use of computers to help managingadministrative tasks. This issue is of great importance and we must note that, indirectly, by

simplifyingtheteachersmanagementduties,ICTalsocontributestowardsagoodattendanceofstudentswithSEN.The biggest slice of training provided comes from higher education studies, but all therespondents reveal lack of training and ask for more training, leading us to think that evenrecentgraduateteachersdontpossessenoughICTcompetencesandthatthereisaneedtore-educate them as Peralta and Costa (2007) stated in their synthesis of an internationalresearch.Confidence in their skills is also an issue that has to be worked on (Balanskat, Blamire &Kefala, 2006; Peralta & Costa, 2007), substantiated by adequate training, given that only aminorityofrespondentshasconfidenceintheirICTskillsregardingtheirinsufficienttraining.

Byway ofconclusion weremark that, despite poor training, most professionalsattach greatimportancetotraininginordertorespondmoreeffectivelytotheneedsoftheirstudents.Research evidence presented by studies conducted with professionals, students and directobservation is conclusive that ICT helps demolish barriers for people with physical, visual,hearing,cognitiveandevenpsychologicalimpairments.Theserespondentsare fullyaware that ICT has the potential toempowerthe student toactbeyondbecomingamerespectatorandplayamoreactiveroleinpromoting/facilitatingtheirworkinaconstructivemannerabouttheireducationalbackgroundanddevelopmentalprocess.ICTenables,therefore,aboveall,fullparticipationinschoollife,sothatpupilswithSENfeel

morecapable and integrated inthe classroom, with real feelingsofbelonging to the school,whichcontributestowardsarichcitizenshipexperience,aswitnessedbythestudentswithSENthemselvesinthestudyofPereira(2007).6 ConclusionThestudywasconductedwithasmallgroupofrespondentssowecanonlyinferabouttheirtrainingneedsand draw some assumptions that mightunderliea trainingmodel without thepretensionofmajorgeneralizations.Specialeducationprofessionals,andinparticularspecialeducationteachers,playavitalroleinthe implementation of ICT in the present and future classroomsasanadditional aid for the

educationofpersonswithparticularlearningneeds.TheirtechnicalandpedagogicaltrainingintheuseofICTintodaysclassroomscanconstituteabarrieroranadjuvantforaninnovativeandsupportinguseofcomputerswithalltheirunderlyingpotential.AlthoughtheprofessionalsthatparticipatedinthestudybelievethatICTisandaddedvaluefortheeducationofstudentswithspecialneedsitbecomesclearthatitplaysasecondaryroleintheirwork,asitservesmanlyasaplatformfortheproductionofwrittenmaterialsthatwillmostlikelysupportconventionalteachingstrategies.Asstatedbymanyresearchers,thegoalofICTuse lies not inthereplicationof conventional methods,but intheuse ofinnovativemethodsadaptedthespecificneedsofstudentswithsomeformofimpairment,liketheimplementationofaccessibleteaching-learningstrategiesandtheproductionofcontentsandmaterialsthatallowaccessandparticipationotherwisedeniedtothesestudents.

As observed from their own perceptions, professionals that work with students with specialeducationalneedsdontpossessenoughskillsforaproperandoptimizeduseofICTwiththose



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pupilsundertheirresponsibility.TheylackgeneralICTskillsbuttheirmajortrainingneedisinthespeciallyorientedsolutionsforspecialeducationalneedsonspecificsoftwareandAssistiveTechnologies.Thisis,initself,aworryingsituation,raisingissuesaboutthequalityofservicesofferedtostudentsthatmaydependonadequateuseoftechnologytoensuretheiraccessandproactiveparticipationinlearning.

Applyingthesurveyattheinitialphaseofthetrainingsubject(openingsession)playedakeyrole by acting as a diagnosis that influenced the following training sessions, shaping andtailoringthemtotherealneedsofthelearners.WhatwasintendedtobeatrainingprogramonthespecificuseofICTappliedtoSENbecame,inafirstinstance,atrainingcoursefortheacquisitionofafewbasicskills,passingonlylatertotheteachingofspecificapplications.Onlythis way wecould ensure the foundationsto scaffoldthe development ofsome priorityskillstargetedtosupportstudentswithimpairmentsintheireducation.Thelackoffamiliarityofthetraineeswithcostlesswaysofaccessingacomputer,raisedbycollecteddata,ledustoconductapracticesessiononthenativeaccessibilityoftheOperatingSystem.Mostofthestudiesconsultedpriortoourresearchgivegreatemphasistotheapplicationsandspecific training strategies specifically targeted to address needs and compensate for

shortcomingsofpupilswithspecialeducationalneeds.However,itappearsthat,inthiscase,advancingtothedevelopmentofmorespecifictechnologicalcompetenceswouldbe anerror,sincetheylackthefoundationskillstosupportmoreadvancedlevelsofknowledge.Clearly,providingmorespecificskillstrainingwouldprobablyleadtofrustration,abandonment,neglectandsubsequentlythenon-useofthepossiblyfewskillsacquiredwithoutanunderstandingoftheir basic underlying functioning. In our perspective, and from the results obtained in thequestionnaire, we think that it is necessary to prioritize and provide basic ICT skills beforeadvancingtowardsaprofoundandmuchneededtrainingintheuseofspecificICTtoolsfortheaccess,participationandinclusionofstudentswithproblemsanddisabilitiesthatimpairtheirpossibilities for regular school attendance. It thus becomes clear that ICT training of theseprofessionalsmuststartwiththehandlingoftheOperatingSystemandofmostcommonuseapplications,namelyProductivityTools,evolvingthentowardstheirpedagogicalSENscope.

Emphasis must be placed on the exploration of the accessibility options of the OperatingSystemastheircanbeanocoststartingapproachtotheenhancementoftheaccessibilityofacomputertothosewithnotsosevereimpairments,beforemovingontoalessaffordableoption.From a pedagogical pointofview nonew teachingand learningstrategies can beachievedthroughtheuseofcommonOfficeapplicationsiftheirbasichandlingisnotskilled.Tohandlethisneed,primarytrainingontheeducationaluseofICTshouldtakeplaceinhighereducationteachertrainingsettings,aftertheacquisitionofbasicskills.Fromourperspective,inaMasterscourseaimedatthedevelopmentofspecializedknowledge,theteachingofbasicICT skills shouldnt take place, leading to what may be a waste of much needed time andresources.BasicICTtrainingmustbeassuredataninitialphaseofprofessionaltraining,atanundergraduate level, soasnot tocompromise advanced learning stages that mustseek the

exploitationofthefullpotentialofICTresourcesintheeducationofstudentswithspecialneeds.In-servicetrainingandspecialeducationcoursesareanexcellentopportunitytolinktheoreticalknowledgetopracticeputtingtogetherconceptualandoperationalskills.So,in-servicetrainingandspecialeducationspecializingcoursesmusthaveICTstrategiesintheircurriculasothatspecial education professionals can be enabled to use one more essential tool available tothem.We consider that, within the spectrum of knowledge required by a professional to conducthis/heractivitiestosupportstudentswithlearningproblems,basicskillsinspecificorientedICTforSENshouldbeincludedsothatwhenhe/shefacesatechnologythataccompaniesayoungperson with impairments, he/she is able to plan a first intervention/assessment. And, moreimportant,wemustconsiderthatacorrecteducationalimplementationofICTstronglydepends

ontheteacherstrainingandcapacitytoadapttothedifferentiatedlearningstylesthathe/sheencountersinhis/herteachingofSENstudents.



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Teaching and learning are increasingly relying more on technology for students thatdeviatefromstandardlearning,multimedia,computersandaccessenablingtechnologies,transforminglearning into a normalisation experience that must be adopted by teachers of today andtomorrow. At a time when we are experiencing the implementation of the inclusive school,researchontheinclusionofstudentswithSENinschoolswiththesupportofICTpresentsitselfasanareaofresearchandinterventionwithunquestionableinterest.ICThasthepotentialto

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eLearning Papers www.elearningpapers.eu 10

AuthorsJaime Moreira RibeiroResearcherDigitalContentsLaboratory,UniversityofAveiro,PortugalAntnio MoreiraDirectoroftheMastersCourseandDoctoralProgrammeinMultimediainEducationDigital Contents Laboratory and the ERTE-PTE Competence Centre, University of Aveiro,PortugalAna Margarida Pisco AlmeidaInvitedAssistantProfessorDepartmentofCommunicationandArts,UniversityofAveiro,PortugalCopyrights

Thetextspublishedinthisjournal,unlessotherwiseindicated,aresubjecttoaCreative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0Unported licence.Theymaybecopied,distributedandbroadcastprovidedthattheauthorandthee-journalthatpublishesthem,eLearningPapers,arecited.Commercialuseand derivative works are not permitted. The full licence can be consulted onhttp://creativecommons.org/licenses/by-nc-nd/3.0/Edition and productionNameofthepublication:eLearningPapers

ISSN:1887-1542Publisher:elearningeuropa.infoEditedby:P.A.U.Education,S.L.Postaladdress:C/Muntaner262,3,08021Barcelona,SpainTelephone:+34933670400Email:[email protected]:www.elearningpapers.eu

N 16 September 2009 ISSN 1887-1542
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