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Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review
Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review
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TY - CONF
T1 - How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools.
AU - Cranmer, Sue
PY - 2019/4/25
Y1 - 2019/4/25
N2 - 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.
AB - 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.
KW - Disabled children
KW - inclusion
KW - digital technologies
M3 - Conference paper
T2 - Sustainable ICT, Education and Learning Conference
Y2 - 25 April 2019 through 27 April 2019
ER -