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

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Publication date25/04/2019
<mark>Original language</mark>English
EventSustainable ICT, Education and Learning Conference - Zanzibar, Kama Village, Mangapwani, Tanzania, United Republic of
Duration: 25/04/201927/04/2019


ConferenceSustainable ICT, Education and Learning Conference
Abbreviated titleIFIP TC3 SUZA2019
Country/TerritoryTanzania, United Republic of
CityKama Village, Mangapwani
Internet address


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.