How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools.

Cranmer, Sue (2019) How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools. In: Sustainable ICT, Education and Learning Conference, 2019-04-252019-04-27, Zanzibar.

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Abstract

There has been much debate in recent years about how to promote regular and effective use of digital technologies for learning in schools. Alongside this, there has been much critique of how inclusive education policies are enacted in schools, often said to amount to little more than integration rather than inclusion. This paper will bring these debates together by exploring pedagogical practice in relation to digital technologies and inclusion. It will draw on a wider project carried out with visually impaired children as an illustration to investigate how disabled children use and experience digital technologies to learn. In particular it will consider teachers’ inclusionary and exclusionary practices with technology to understand the implications. It will call for teachers to be supported further to develop inclusive digital pedagogy.

Item Type: Contribution to Conference (Paper)
Journal or Publication Title: Sustainable ICT, Education and Learning Conference
Subjects:
Departments: Faculty of Arts & Social Sciences > Educational Research
ID Code: 140247
Deposited By: ep_importer_pure
Deposited On: 16 Jan 2020 09:55
Refereed?: Yes
Published?: Published
Last Modified: 17 Feb 2020 06:46
URI: https://eprints.lancs.ac.uk/id/eprint/140247

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