ICT and Special Educational Needs: A Tool for Inclusion

ICT and Special Educational Needs: A Tool for Inclusion

ICT and Special Educational Needs: A Tool for Inclusion

ICT and Special Educational Needs: A Tool for Inclusion


"a useful contribution to the field, integrating research and practice to highlight useful case studies, guidelines and resources for effective IT provision. A balanced account of the pros and cons of using IT with pupils with additional educational needs is presented, along with a clear acknowledgement of the important role that teachers need to play if provision is to be effective." BJET

Information and Communications Technology (ICT) is indispensable to those who teach learners with special educational needs or who manage provision across the different phases of education in mainstream and special settings. ICT and Special Educational Needs addresses what teachers, classroom assistants and those who manage provision need to know and do to maximise the value of technology as an important component of effective, inclusive education. The book gives the broader context for the use of ICT in special and inclusive settings, and gives a wide range of examples of ICT in use.

In particular, the book:

  • Considers the role of technology in overcoming barriers of access to the curriculum
  • Includes in-depth examinations of the uses of ICT as a teaching tool to promote inclusion
  • Features contributions from researchers and practitioners who explore the development of ICT, recent innovations, assessment, and specialist knowledge.
ICT and Special Educational Needs will be invaluable to teachers on professional development courses and those preparing to teach learners with special educational needs, as well as experienced professionals seeking to update their knowledge and gain new inspiration in this rapidly developing area.


This is a book about two complex subjects: the rapidly changing field of information technology and learners with special educational needs (SEN). The term 'special educational needs' is an elusive concept and covers many kinds of difficulties in learning as well as meaning different things to different people in different places. Information and communications technology (ICT) refers to a range of various technologies as well as being a subject of study in its own right. In this book, we examine the intersection of ICT and the field of special educational needs.

As you read the book, there are two important points to keep in mind. First, the term 'special educational needs' covers an array of problems from those arising from particular impairments to those resulting from the complex interaction of pupil and school factors. Learning and behavioural difficulties may be experienced by any learner some of the time. Secondly, not all impairments or disabilities create barriers to learning. One should not assume that disabilities and learning difficulties are concurrent. Nor are they synonymous terms. Many people are disabled by an impairment but they may or may not be handicapped by the condition. There are many physical impairments which do not necessarily interfere with learning in school. For example, a learner with spina bifida (the term used to describe people whose spinal columns have not closed . . .

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