Disabled Children's Evolving Digital Use Practices to Support Formal Learning. A Missed Opportunity for Inclusion

Autor/in	Cranmer, Sue
Titel	Disabled Children's Evolving Digital Use Practices to Support Formal Learning. A Missed Opportunity for Inclusion
Quelle	In: British Journal of Educational Technology, 51 (2020) 2, S.315-330 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cranmer, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12827
Schlagwörter	Students with Disabilities; Inclusion; Visual Impairments; Educational Technology; Technology Uses in Education; Mainstreaming; Student Attitudes; Teacher Attitudes; Handheld Devices; Telecommunications; Access to Computers; Barriers; Teacher Competencies; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Visual handicap; Sehbehinderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Lehrerverhalten; Telekommunikationstechnik; Lehrkunst; Ausland
Abstract	This paper takes an interdisciplinary approach combining digital education with disability theory to investigate disabled children's digital use practices for formal learning. Evidence suggests that children's lives have been transformed through engagement with digital technologies, eg, computers, laptops and mobile devices. Even so, empirical studies about disabled children's uses of technology remain limited, particularly studies that engage with disabled children's own views in context. In response, an exploratory, participatory research study was designed to gain up-to-date insights into how visually impaired children, as an illustrative case, experienced digital technologies for learning within the context of inclusive education policy. Disabled children and teachers were interviewed in mainstream schools in England; results were analysed using social practice theory to identify digital use practices characterised as digital learning and digital accessibility practices alongside children's experiences. Outcomes were mixed. Youngsters saw benefits to using digital technologies, particularly tablets, for learning. Nevertheless, digital accessibility practices were potentially stigmatising and carried an extra task load to overcome barriers that occurred when teachers had not developed inclusive digital pedagogy. The paper discusses the implications of these findings and calls for further research to guide schools to use digital technologies to support inclusion. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01