Inclusive Education and Digital Social innovation · reach out to all learners is described....

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Advances in Social Sciences Research Journal – Vol.4, No.5 Publication Date: Mar. 25, 2017 DoI:10.14738/assrj.45.2861. Hamburg, I., & Bucksch, S. (2017). Inclusive Education and Digital Social innovation. Advances in Social Sciences Research Journal, 4(5) 161-169 Copyright © Society for Science and Education, United Kingdom 162 Inclusive Education and Digital Social innovation Ileana Hamburg Institut Arbeit und Technik, WH Gelsenkirchen, Munscheidstr. 14, D-45886 Gelsenkirchen, Germany Sascha Bucksch Institut Arbeit und Technik, WH Gelsenkirchen, Munscheidstr. 14, D-45886 Gelsenkirchen, Germany ABSTRACT Digital technologies and the internet play an increasingly important role in building innovations with a strong social impact - digital social innovations DSI. Education should support this role and respond at trends as rapid population growth, climate instability, rising poverty, demographic developments. In this paper the role of DSI in inclusive education i.e. in the process of strengthening the capacity of the education systems to reach out to all learners is described. Education for an Inclusive Entrepreneurship i.e. entrepreneurship that contributes to social inclusion to give all people an equal opportunity to start up and operate businesses should be included in strategies of all countries. Particularly target groups in the inclusion process are those who are disadvantage and under-represented in entrepreneurship and self-employment, including youth, women, seniors, ethnic minorities and immigrants, disabled people and many other groups. Examples of projects with authors as active partners and developers of DSI in this context are given. Keywords: Digital technology, Digital social innovations – DSI, Inclusive Entrepreneurship, Inclusive Education, people with disabilities. INTRODUCTION Rapid population growth, climate instability, rising poverty, demographic developments have a present and future impact on lives and work. On the other hand digital technologies and the internet play an increasingly important role in building innovations with a strong social impact. It is very important to find how people are using digital technology in this context. These new social innovations, the digital social innovations (DSI) are not much researched until now i.e. who are the DS innovators, which organizations, and activities support them and which digital tools are used for social change. It is clear that “Education must be at the core of society’s response to these powerful forces. Our collective progress depends on each of us applying knowledge and skills, particularly scientific knowledge and skills, to address these formative and far-reaching issues.I t is critical that we develop a pervasive culture of innovation, not only inside schools, colleges and universities but also within and across communities of students and educators, to drive positive social, economic and technological change“ (Dykes et al, 2013). Some trends which influence education are: Economic trends Competition in markets, globalization require creative skills and innovativeentrepreneurs which have to be educated. It is recognized that entrepreneurship is a key driver of economy

Transcript of Inclusive Education and Digital Social innovation · reach out to all learners is described....

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AdvancesinSocialSciencesResearchJournal–Vol.4,No.5PublicationDate:Mar.25,2017DoI:10.14738/assrj.45.2861.

Hamburg,I.,&Bucksch,S.(2017).InclusiveEducationandDigitalSocialinnovation.AdvancesinSocialSciencesResearchJournal,4(5)161-169

Copyright©SocietyforScienceandEducation,UnitedKingdom 162

InclusiveEducationandDigitalSocialinnovation

IleanaHamburgInstitutArbeitundTechnik,WHGelsenkirchen,Munscheidstr.14,

D-45886Gelsenkirchen,Germany

SaschaBuckschInstitutArbeitundTechnik,WHGelsenkirchen,Munscheidstr.14,

D-45886Gelsenkirchen,Germany

ABSTRACTDigital technologies and the internet play an increasingly important role in buildinginnovationswithastrongsocialimpact-digitalsocialinnovationsDSI.Educationshouldsupportthisroleandrespondattrendsasrapidpopulationgrowth,climateinstability,rising poverty, demographic developments. In this paper the role of DSI in inclusiveeducation i.e. in the process of strengthening the capacity of the education systems toreach out to all learners is described. Education for an Inclusive Entrepreneurship i.e.entrepreneurship that contributes to social inclusion to give all people an equalopportunity tostartupandoperatebusinesses shouldbe included instrategiesofallcountries. Particularly target groups in the inclusion process are those who aredisadvantage and under-represented in entrepreneurship and self-employment,includingyouth,women,seniors,ethnicminoritiesandimmigrants,disabledpeopleandmanyothergroups.ExamplesofprojectswithauthorsasactivepartnersanddevelopersofDSIinthiscontextaregiven.

Keywords: Digital technology, Digital social innovations – DSI, Inclusive Entrepreneurship,InclusiveEducation,peoplewithdisabilities.

INTRODUCTION

Rapidpopulationgrowth,climateinstability,risingpoverty,demographicdevelopmentshaveapresentand future impacton livesandwork.Ontheotherhanddigital technologiesandtheinternet play an increasingly important role in building innovations with a strong socialimpact. It is very important to findhowpeople areusingdigital technology in this context.These new social innovations, the digital social innovations (DSI) are not much researcheduntilnowi.e.whoaretheDSinnovators,whichorganizations,andactivitiessupportthemandwhichdigitaltoolsareusedforsocialchange.It isclear that “Educationmustbeat thecoreofsociety’sresponse to thesepowerful forces.Our collective progress depends on each of us applying knowledge and skills, particularlyscientificknowledgeandskills,toaddresstheseformativeandfar-reachingissues.Itiscriticalthat we develop a pervasive culture of innovation, not only inside schools, colleges anduniversities but also within and across communities of students and educators, to drivepositivesocial,economicandtechnologicalchange“(Dykesetal,2013).Sometrendswhichinfluenceeducationare:EconomictrendsCompetition in markets, globalization require creative skills and innovativeentrepreneurswhichhavetobeeducated.Itisrecognizedthatentrepreneurshipisakeydriverofeconomy

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andsocialprosperity.Entrepreneurship is theartof tobeable to turn ideas intoaction.Thisimpliescreativity,innovation,risktaking,andthecompetencetoplanandmanageprojectsinorder toachieveproposedobjectives.Theentrepreneurshipcompetence isrelevantnotonlyfor thosewhowould like to start/carryupabusinessbut for allwhowould like to supportchangesinindividual,collective,economicandsocialenvironments(www.youthpass.eu).TechnologicaltrendsNewmethodsandmediaforproductionandstorageofdigitalInformationanddevelopmentofnewformsofcommunicationbringnewchallengesforlearnersbutalsorequirementsfornewskillsofteachersandstudents.DemographicchangesIncreased aged population, migration, poverty in some countries and decreased birth raterequire sustainable lifelong strategies and particularly support for learning in poorcountries/regionsSocialNew relationships between individuals require more participation of citizen and changesparticularly the education for young people to motivate them to more responsibility andinvolvement in societal developments. Also complex familiar relationships, increased rate ofimmigrationinfluenceeducation.Digitalinnovationsshouldbeusedinallsectorsofeducationandtraining,becausetechnologyskills areessential for global citizenship (EuropeanAgency,2014). Such innovations canbeparticularly efficient for learnerswith specialneedswhoarevulnerable to thedigitaldivideandtoexclusionfromsomeeducationalopportunities.InthispaperfirstconnectionsbetweenDSIandinclusiveeducation,particularlyinthefieldofentrepreneurshipand ineducationofpeoplewithdisabilitiesarepresented. In thenextparttheusingofdigitalplatformsandAppsininclusiveclassroomsandexamplesofprojectsinthiscontextworkedbyauthorsaregiven.

LITERATURERESEARCHDSIANDEDUCATIONInnovationhasanimportantroleintransformingformalandnon-formaleducation.Educationhas an important role for preparing students to become entrepreneurs and digital socialinnovatorsDigitaltechnologiescanalsolinkthegoalsandworkofinnovators.Theprocessofinnovationin education shouldusedigitalplatformsand forums that supportopen communicationandcollaboration.Communityandnetworkedtechnologieschangehowpeopleaccessinformation,workandparticipatephysicallyordigitallyinthecommunity.10 years ago digital technologies in education focused on creating, sharing, and accessinginstructional content in digital forms, including online courses, digital libraries, games, andapps. Digitizing educational content, bringing devices to school, and one-off stand-alonelearning apps were basic steps in the drive toward bringing technology into classrooms(https://www.linkedin.com/company/future-digital-technologies).

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Hamburg,I.,&Bucksch,S.(2017).InclusiveEducationandDigitalSocialinnovation.AdvancesinSocialSciencesResearchJournal,4(5)161-169

URL:http://dx.doi.org/10.14738/assrj.45.2861. 164

Thesetechnologiescancontributetofortifyingstudentskills, increasingeducation’sROI,andenabling students to be more innovative and motivate to entrepreneur. To address thesechallenges, providers of digital technologies will likely need to shift focus from content toconnections“Without a broader vision of social change, new technologies will only serve to reinforceexisting institutional goals and forms of social inequity. Many prior attempts to mobilizetechnologyintheserviceofeducationalreformhavefailedbecauseinterventionshavefocusednarrowlyonthedeploymentofparticularmediaortechnologies,withoutconsideringbroadersocial,political,oreconomicconditions.(Dykesetal,2013)“Connected learning is socially embedded, interest-driven, and oriented toward expandingeducational, economic,orpoliticalopportunity. It is realizedwhenayoungperson isable topursueapersonal interestorpassionwiththesupportof friendsandcaringadults,andis inturnable to link this learningand interest toacademicachievement, career success, or civicengagement. Unlike efforts at educational change that focus on technology deployment orinstitutional reform, connected learning takes a networked approach to social change thataligns with our ecological perspective." – Mizuko Ito, professor in residence, University ofCalifornia.InclusiveeducationFacer (2009)underlines that innovation in technology representsboth challengesaswell asopportunities for inclusiveeducation.Suchdigital innovationhelps toprepare learnersofallages,particularlywithspecialneeds(withdisabilities,withimmigrantbackground,frompoorfamilies) with the skills that enable them to integrate into education. It is necessary toconsider how digital innovations change traditional models of learning and the balancebetween the development of skills and accumulation of knowledge. By using digitaltechnologies individuals have opportunities to access information and manage their ownlearning, to communicate with peers and mentors, and to innovate, create and share newmaterials.„Inclusiveeducationisaprocessofstrengtheningthecapacityoftheeducationsystemtoreachouttoalllearners.Asanoverallprinciple,itshouldguidealleducationpoliciesandpractices,startingfromthefact thateducation isabasichumanrightandthefoundationforEuropeancountries at the beginning; qualified teachers and social workers, methodology aremissing(EuropeanCommission,2014).Inthiscontextentrepreneurship:

§ hasbeenrecognizedasamajorfactorforsustainableproductsandprocesses§ isakeydriverofeconomyandsocialprosperity§ hasawiderangeofmeaningsi.e.anentrepreneurisapersonofveryhighaptitudewhopioneers change, possessing characteristics found in only a very small fraction of thepopulation or anyone who wants to work for own is considered to be an entrepreneur(www.druckersociety.at/repository/scientific/Pearl.pdf),(Hamburg,2014).

InclusiveEntrepreneurshipisentrepreneurshipthatcontributestosocialinclusiontogiveallpeopleanequalopportunitytostartupandoperatebusinesses.Particularlytargetgroupsinthe inclusion process are those who are disadvantage and under-represented inentrepreneurship and self-employment, including youth, women, seniors, ethnic minoritiesandimmigrants,disabledpeopleandmanyothergroups.

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Todaynearly26millionpeople in theEuropeanUnionareunemployedandactivelyseekingwork.Oneoftheresponsestomovingpeoplebackintoworkisthroughbusinesscreationandself-employment,whichisakeyoutcomesoughtfrominclusiveentrepreneurshippolicies,andwith it greater labour market participation by the target population groups (EuropeanComission,2014).Gary Shaheen from BBI and Mirza Tihic from Syracuse University define inclusiveentrepreneurshipas:“A strategy and process for assisting people with diverse disabilities and/or economic andsocial disadvantages to become entrepreneurs through business planning training, use ofcustomizedbusinessdevelopmentgoalandsupportplanning,andaccesstofinancialresourcesutilizing the resources of diverse public and private partners working within a consensus-driven,collaborativeframework”.Inclusiveentrepreneurshipeducation:

• is in many European countries at the beginning. Digital innovations to supportinclusiveentrepreneurshipeducationaremissing

• isnot included inmanyEuropeancountries in thenationalcurricula forvocationaleducationandtraining(VET)programmeswhichareverydifferent

• is supported in Germany within the framework curricula for VET set by theKultusministerkonferenz(StandingConferenceofEducationMinisters).

It underlines that vocational schools have to provide entrepreneurial ways of thinking andactingandshouldformpartofthecorrespondingcurriculum,butthisnottherealityinmostEuropean countries is tested only in few projects. Future modernisation of VET shouldsystematicallyincludemodulesofinclusiveentrepreneurship.InclusiveEducationForPeopleWithDisabilitiesIn Germany 80 percent of learnerswith special needs are in special schools, only about 20percent attend a regular school. Sure the special educational schools are one way fordevelopmentoflearnerswithspecialneedsbutalmostthreequartersofallstudentsatspecialschools do not achieve a secondary school qualification (UNESCO, 2008). Suitable ICT tosupportinclusiveeducationaremissing.Increasinginclusiveeducationdemandsrequiresignificantchangesinalleducationsettings;somainstream schools have to adapt to diverse groups of students having different needs(O`Gorman2005;IstenicStarcic,2009).Learningmethodshavetobeadaptedwithinadiversepopulation; technologieswhichsupport thisaspecthavetobe integrated.Digital innovationsplay an important role in creating efficient, accessible and adaptable learning environmentsparticularlyininclusiveclassroomsbutmostexistinghardwareandsoftwaredonottakeintoconsideration different competences/capabilities particularly of people with special needs(Hamburg,.Providing digital technologies for students with disabilities involves removing barriers i.e.physicalbarriers,contentandmaterialswhicharenotaccessible,cognitivebarriersforsomelearnerswithintellectualdisabilitiesorspecific learningproblems,contentbarriersthatmayoccur when the operating language of a device or software is not the same as a learner’smothertongue,didacticalbarrierswherelearningisinflexibleandteacherslackoftheskillstofacilitateinclusiveeducation,financialbarriersrelatingtothecostsofdevicesandsoftware.

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Theuseofdigital technologies in inclusiveeducationrequiresmanysectorsofexpertiseandactivities (European Agency, 2014) like stakeholders input and views, training of educationprofessionalsandofICTdevelopers.Someprinciplestobetakenintoconsiderationindigitaltechnologyforinclusiveeducationare:§ an active involvement of learners with disabilities, their families/representatives in thedevelopment

§ implementation and evaluation of services which facilitates learners access to digitaltechnologies

§ theprovisionofDSIineducationofpeoplewithdisabilitiestobealignedwiththegoalsofinclusiveeducationandshouldbeavailable for formal, informal,blended,socialandotherformsoflearning.

§ theimplementationofDSIininclusiveeducationshouldtakeasystemicapproach.AppsAndDigitalPlatformsInInclusiveEducationAndLifeIninclusiveclassroomstherearestudentwithdifferentabilitiesandneedsandmanyteachersare increasinglyusinganapproachin linewiththeUniversalDesignfor learningframework.Digitaldevelopmentslikeappsoffernotonlyclassroomdistractions,butarealsoeducationalandinclusiontools.Thechallengeistoutilizetechnologytoenhanceandtransformlearninginordertomeettheneedsofdiversestudentpopulations.Itisrecommendedthatteachersareusing apps that are learner-centred, inwhich their students canmanipulate or create novelcontentorproductsof learning.Theability to create content iswhatwill transformstudentlearning-especially for students with special needs (Prupas, 2014; Hamburg and Bucksch,2015).Particularly when students are equipped with the right iPad and iPhone apps can enhancetheirlearningprocess. Theteachersorprofessionalshavetodevelopexpertiseinfacilitatingtheuse of content-creation apps. The teacher’s role is the selection and integration of theseapps in order for students to be able to explore and control their own learning and life. Asthere is no prescribedmethod of using content-creation apps, they can bemanipulated andusedinmanydifferentways,formanypurposes(Prupas,2014).Referring parents or professionals working with children/students with disabilities it isimportantfirst,todefinethedifficultiesthechild/studenthave.Forexample,havingdifficultywith reading, what component of reading is causing him/her to struggle? If theparentscouldcreateowncontent therearemanyapps that canbeused to create customizedlearningactivitiesandsupportthechild/student.For teachers, parents, professionals it is important to offer apps in two specific categories:supportandcontentcreation.Apps used for curriculum support are those that support a specific area, i.e. literacy,communication,leasure.Forastudentstrugglingwithdecoding,anappthatprovidestext-to-speech could be considered a support in the classroom or for home. Many students, withdifferent learning profiles, can benefit from using text to speech apps as a support in theclassroom(Prupas,2014).Apps used for content creation are learner-centred; students can create ormanipulate theirowncontentwiththeseapps.Forexample,appsthatallowstudentstoenterphotosandrecordtheirvoicesontopofthephotoscanbeusedtocreateallkindsoflearningproductsformany

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different purposes; digital stories, social stories, homework journals, or for a personal artproject.Thecombinationofbothofthesecategoriesofappsintheinclusiveclassroomorinthehomeenvironmentcreatesawiderangeofsupportandcreativeopportunitiesforstudents,withtheuseofDSI(Prupas,2014).

RESEARCHAPPROACHANDEXAMPLESDSI could eliminate the digital divide referring person with intellectual disabilities - IDPs -could be i.e. by developing a comprehensive training program for participants in an ICTenvironmentbyusingsuitableapps.TheErasmus+projectIdICT-http://www.id-ict.eu/hasasmainobjectivetoincreasethecompetencesofIDPs,theirfamiliesandtheprofessionalsthatworkwiththemforexploitingDSIwithaqualityoflifeapproachandintegratingthemininclusiveeducation.Specificobjectivesoftheprojectare:§ tomotivateIDPs,theirfamiliesandprofessionals,aboutusingICTs(i.e.apps)forimprovingtheirqualityoflifeandhelpingthemtointegrateintoeducation

§ to develop a training methodology, focused in the transference to accessible and usableguidelinesaddressedtoIDPs,theirfamiliesandprofessionalsworkingwiththemabouttheappropriateduseofICTs

§ to develop an accessible and usable digital training platform, supporting the trainingmethodologylinkingtoselecteddigitaltoolsi.e.apps.

The digital Training Platform developed by authors is based on Universal Design criteriaincluding awareness, training contents and tailored and adapted training materials for theproperuseoftheselectedICTsolutionsbasedonimprovingthequalityoflifeofIDP.Traineesand trainerswilldirectly access to the trainingmaterials, guidelinesand linked selected ICTtoolsappsandothersoftware.InteractivetrainingsessionswillbeorganisedforIDPs,parents,professionals.Thenextscreenshotshowssuchsession(Figure1).

Figure1:idICTtrainingsession

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The project consortium includes 5 entities working in the field of supporting persons withIntellectualDisabilities involvingabigcollectiveofpersons, familiesandprofessionalsand2TechnologicalCentres(specializedinthedevelopmentofICTsolutionsadaptedtocollectiveswithspecialneedsandIDPs.The Erasmus+ project CP-WELLBEING http://www.cpwell.eu/ is launched with the mainobjectiveofincreasingthecompetences(attitudes,skills,knowledge)ofPersonswithCerebralPalsy – CP- teachers, families and professionals through an innovative training programsupportedbyadigitaltrainingplatform.Figure2showstheprojectwebsite.

Figure2:CPWELLBEINGWebsite–http://www.cpwell.eu

The project partners are CP- Organisations, education and research institutions from fiveEuropeancountries.Aguidehasbeenco-createdwiththedirectparticipationofendusers,withthemainobjectiveofdeterminingthekeycontents,methodologiesanddigitaltoolstobedeveloped.Someactivitieswithintheprojectare:

• DevelopmentoftrainingmaterialsaddressedtopersonswithCP,teachers,familiesandprofessionalstofacilitatetheimplementationofinclusivefeedingandintegrativeandadaptedphysicalactivitiestobeusedinexperientialtrainingactivities.

• Developmentofanonlinedigitaltrainingplatform,promotingawareness,trainingcontent,tailoredandadaptedGamesolutionstosupportthetraining.

• CreationoffourtrainingunitsinalltheCP-AssociationsoftheConsortiuminordertosupporttheintegrationofpersonwithCPintoeducation.

CONCLUSIONS

Information technology is a valuable resources and education could help to createopportunities for each group of citizen to improve their quality of life and to drive socialinnovationbyincludingthemintosocietyandeducation.Thereareeffortsofgovernments,ofnonprofitorganisationsandprivatesectorbut theexistingeducationalsystemsandteachingmethods are not enough adapted to meet rapid evolving nowadays challenges andrequirements.Education initiatives should take theproblemof inclusionmore seriouslyand

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develop open and extensible learning systems, building cross-cultural networks of DSIinnovatorsandentrepreneursandfosteringcross-disciplinarycommunitiesofeducatorsandexperts.This isalso theobjectiveof futureworkofauthorsof thispaperandcorrespondingorganisationsandprojects.

ACKNOWLEDGMENTSThispaperdescribedworkwithintheon-goingEuropeanErasmus+projectsidICTandCP-WELLBEING.ReferencesDykes,E.,Groff,J.,Renfrew-Knight,H.,Sutch,D.,2013.Drivingsocialinnovationineducation.Retrievedfromhttp://www.jengroff.net/pubs_files/Social_Innovation_in_Education2013Donelly,V.,Watkins,A.,2011.TeachereducationforinclusioninEurope.Prospects,41/3,pp.341-353.EuropeanAgency,2014.ModelpolicyforinclusiveICTsineducationforpersonswithdisabilities.https://www.european-agency.org/sites/default/files/UNESCO-G3ict%20Model%20Policy%20on%20Inclusive%20ICTs%20for%20Education%204-2014.pdf.Hamburg,I.,Bucksch,S.,2015.ICT-basedapproachestosupportlearnerswithdisabilities.InJournalofeducationalpolicyandentrepreneurialresearch(JEPER)2,no.6,pp.1-12.Hamburg,I.,2014.ImprovingeducationandtrainingimpactoncompetitiveadvantagesinSMEs.InInternationaljournalofinnovativeresearchinelectronicsandcommunications(IJIREC)1,no.4.Facer,K.,2009.Educational,SocialandTechnologicalFutures:AReportfromtheBeyondCurrentHorizonsProgramme.InFuturelab:Bristol,UnitedKingdom.OECD,2008.InnovatingtoLearn,LearningtoInnovate,NationalAdvisoryCommitteeonCreativeandCulturalEducation.David,A.,Hamburg,I.,2013.Integratingvulnerableandmarginalizedgroupsintovocationaleducationandtrainingthroughinnovativesolutions.InProblemsofeducationinthe21stcentury,56,pp.42-58.IstenicStarcic,A.,2009.Educationaltechnologysyllabus.InUPPEFhighereducation,pp.12-15Koperhttp://jeper.org/index.php/JEPER/article/view/132O´Gorman,E.,2005.SettingStandardsforTeacherEducationinSpecialEducationalNeedsinIreland.In30thAnnualConferenceATEE.Amsterdam,October2005,pp.377-381Prupas,A.,2014.Appsfor21stcenturylearningintheinclusiveclassroom-inclusiveclassroompodcasthttps://www.inov8-ed.com/2014/01/apps-for-21st-century-learning-in-the-inclusive-classroom-inclusive-classroom-podcast/