An approach to Inclusion through Information and Communication Technology

Jaime Moreira Ribeiro1, Antnio Moreira1 and Ana Margarida Almeida2 1 CIDTFF - Centro de Investigao Didctica e Tecnologia na Formao de Formadores Departamento de Didctica e Tecnologia Educativa 2 Cetac.media - Centro de Estudos das Tecnologias e Cincias da Comunicao Departamento de Comunicao e Arte Universidade de Aveiro

Abstract
There are a wide range of ICT applications to the education context. These vary from administration, assessment/evaluation, communication and others, but above all, allowing the access and participation of pupils that otherwise are denied them. It has been repeatedly proven that ICT can have an immediate positive impact on the learning experience of pupils with Special Educational Needs and by this assuming itself as a specialized educational strategy that supports academic, cultural and social inclusion. As it happens in regular education, but maybe with more relevance, ICT assumes itself as an important tool at the service of teachers and students to overcome barriers and to promote the acquisition of skills.

Keywords: ICT, Inclusion, Access, Participation

Introduction
A statement by Mary Pat Radabaugh (a former employee with the IBM Disability Support Centre) often cited by authors in the field of special education and ICT research, illustrates the simplicity that materializes the potential that Information and Communication Technology (ICT) represents for those that, for some circumstance, are deprived of a full participation in their daily living: "For most people technology makes things easier. For persons with disabilities, technology makes things possible (Radabaugh, 19881).

In Study on the Financing of Assistive Technology Devices and Services for Individuals with Disabilities, A Report to the President and the Congress of the United States, March 4, 1993 National Council on Disability: http://www.ncd.gov/newsroom/publications/1993/assistive.htm

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It's frequently plead that the use of ICT accrue benefits to the teaching-learning process, not only by means of communication of available knowledge, but also by the motivational load that triggers the youth of today who live swamped with technological innovations. Indeed, there are numerous European and international studies that substantiate the benefits of the association of education with technology, with conclusive evidence of improvements in participation and performance. If it is assumed that ICT signifies an amalgam of advantages for students in regular schools, in Portugal there is still a long way to be covered about its potential as a pedagogical tool or as an individual Assistive Technology (AT) for the student with Special Education Needs (SEN). The concept of inclusion reports to the physical, social and academic insertion of the student with SEN in regular classrooms, assuming that heterogeneity between students is a very positive factor for the learning experience of all, enriching it and making it more proficient (Correia, 2005; Rodrigues, 2003). The inclusive perspective searches for a school for all and for each one and demands an individualized and customized educational response to the specific learning needs of each student. A school that pursuits a full incorporation of students with SEN, and therefore an inclusive school, must recognize and satisfy their particular needs, coping with different learning paces and styles, experiences, the relationship of the individual with his/her environment, through curricular adaptations, diversified pedagogical strategies and good management (Santos, 2006). It must strive for equal opportunities, minimizing disabilities in a way that the SEN student can make the school and social pathway the less restrictive possible, as stated in the 1994 UNESCO Salamanca Declaration (UNESCO, 1994). Fonseca (2008) emphasizes that it is crucial to provide children with SEN with a specialized educational intervention, as means and special care varies according to the specific needs of each one, for the full development of their capabilities. The educational supports provided by trained and specialized professionals, assisted by means and techniques also specialized, constitute a form of aid/support for the student who needs to see his/her disadvantage reduced or overcome.

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I. Why use ICT to promote inclusion?

As we know there are students that require permanent help to some extent (sensorial, intellectual and motor disabilities, autism, among others) and others that only present temporarily learning difficulties like attention disorders, problems with reading and writing and difficulties to pass out their ideas. Teachers need resources that can help compensate the unfavourable situations of their pupils. In this way ICT reveals itself as a powerful tool, in a manner that can diminish the disabilities and inabilities of the students with SEN, promoting school and social integration (Santos, 2006). ICT and the Internet have a recognized capacity to promote social and educational integration (Snchez Montoya, 2002). With students with more severe problems/conditions, that possess a disability causing dysfunction, ICT can act as an individual assistive technology, working as a prosthesis in resolving functional problems, towards compensating or substituting the affected function that could be sensorial, motor or cognitive. By compensating disabilities ICT makes it possible to extend the environment for personal development (Sanchz Montoya, 2002). However, the applicability of ICT in Special Education doesnt run out in its role as an Assistive Technology, as in regular education, but maybe with more relevance, ICT assumes itself as an important tool at the service of teachers and students to overcome barriers and promote the acquisition of skills. Sanchz Montoya (2002) reinforces these two ICT general applications by defining two major roles of computer use: Pedagogical (re-education and reinforcement) and rehabilitation because with the computer we can structure a program of work to try and ensure a person with special educational needs achieves a greater physical, mental and/or social level and positively affect their lives. Equalizer of opportunities, facilitating the participation of people with disabilities in all levels of social, cultural and economic life. Students become

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more independent, with better communication. Undoubtedly the computer must be used as an element that helps correct inequalities and turns the attention to people with special educational needs as an obligation of social justice.

Figure 1 Categories/roles of ICT use - Adapted from Snchez Montoya (2002: 25)

Sancho and Hernndez (2006:148) summarized this idea by saying that

"The use of ICT enables varied answers, because it allows different types of presenting information, diverse ways of expression and learning and various forms of involvement, in response to the complexity of facets of learning and teaching."

Winnebrenner (1996) adds that the effective use of technology in the classroom shortens the gap between potential and performance, especially in regards to students who struggle to learn. BECTA, in its 2007 Annual Review (Becta, 2007), adds that ICT also reduces the gap between students with high and low performance, helping more students to be successful in learning and motivating and supporting those most disadvantaged and destitute of interest. The discussion about the usefulness of ICT in the education of SEN students is already a concern for many European governments as presented in the 2001 to 2003 reports of the European Agency for Development in Special Needs Education (AEDNEE) in which it can be read that "Most countries agree that access to ICT can reduce inequalities in education and that ICT can be a powerful tool in supporting educational inclusion. [...] The digital resources that could be developed within the education systems of countries (OECD, 2001) may seem

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particularly promising in education of students with special educational needs." (Meijer, Soriano & Watkins, 2003:44). However, several authors clarify that the mere presence of technology presents no automatic effect in obtaining their benefits and that the key factor is not the technology itself but the pedagogy used and the interaction between teacher, student and content (Florian, 2004; Paiva, 2003; Bridge, 1997; Sancho and Hernndez, 2006; Santos, 2006). They reinforce, also, that one should seek to take advantage of the unique characteristics of technologies and not merely replicate the traditional methods of teaching, because only then will you get proven advantages of its use (AEDNEE, 2001; Brodin and Lindstrand, 2003; Miranda, 2007; Santos, 2006; Schlunzen and Junior, 2006; Winebrenenner, 1996). Lobato Miranda (2007), in her review of several studies, emphasizes that the completion of these activities only with the introduction of technology does not produce visible positive effects in students learning. The continued use of computers in school only to support the acquisition of traditional skills is a waste of time and technology (Winebrenner, 1996). We should also not forget that the use of a new tool is a delicate task and requires a certain amount of time until the user becomes familiarized with it and finds the advantages of its use for everyday life (Sanchz Montoya, 2002) and especially its educational benefits. From this perspective, with proper implementation by professionals aware of the possibilities of the use of technology and its limitations, but mainly of the skills of students with SEN, technologies can enable these students to develop their skills to the best of their capabilities and, thus, get the best possible results or, as current Portuguese legislation on Special Education (Decreto-Lei no. 3/2008, 7th January) maintains, reach access and educational success. The use of ICT in education of students with SEN carries a wide range of benefits that encourage students and teachers. Numerous and varied studies have been carried out at the international level that exploit the potential of ICT inclusion, pointing general advantages for students with SEN and benefits particularly targeted to the specific patterns of SEN. The investigations and testimonials from teachers and SEN pupils

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themselves demonstrate the wide breadth of application of ICT, either as AT or as a pedagogical tool in the various difficulties that these students face, a spectrum which ranges from the more visible physical disabilities, to the emotional and behavioural problems. Organizations, already mentioned, as BECTA, in its publications (2007, 2006, 2003) of studies conducted by schools in the United Kingdom, reaffirmed the role of technology to support practical learning and highlight the part that covers multiple benefits for students, teachers and carers. Schoolnet (2006) also concluded from its European survey, based on a study by UNESCO, that ICT has the potential to offer many advantages and provide opportunities to facilitate learning, with the adaptability needed to accommodate different learning ways. Florian and Hegarty (2004) realized that inclusion is a feature that defines ICT and added that they act as equalizers to be used in overcoming barriers for all students, but especially for those with disabilities, in any context where learning takes place. Abbott (2007) and Schlnzen and Junior (2006) added that ICT can provide greater independence to the students and can unravel their hidden potential. In Brazil there are several studies by Schlnzen (2002), Lima and Santarosa (2003), Heidrich and Santarosa (2003), Junior et al (2006) and Schlnzen and Junior (2006), among others, which demonstrate the effective role ICT plays in promoting technology as a tool for inclusion. Schlnzen and Junior (2006) reported that between 2001 and 2006 investigations were undertaken to promote learning and inclusion of disabled people with various disabilities from which it was concluded that, from new pedagogical practices using technology, it is possible to encourage the educational process to promote inclusion of people with disabilities. Lewis (2000), cited by Male (2003:1), confirms, through interviews conducted with teachers of special education students with disabilities and their families, the benefits and progress that technology can provide, offering students different ways to look at themselves and handle their capabilities, and teachers a set of tools that support development and learning. Chappel (2003), cited by Abbott (2007:21), shares the following statement made by a student: Using a computer led me to begin living on my own without always needing my mother around."

II. Teachers perspectives of ICT aid to Inclusion

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Teachers, for their greater proximity to the educational process, are clearly defenders of the use of ICT in education as shown in various studies, particularly in the survey conducted with Italian teachers by Benigno, Bocconi and Ott (2007), and with Swedish teachers by Brodin and Lindstrand (2003). In the first study there is recognition of 75% of respondents of the potential of ICT in fostering inclusion and, in the second, of 79%. This inclusive potential is recognized by AEDNEE in their 2001 and 2003 studies, already mentioned, which call for their effective use, encouraging the resolution of the factors impeding its use. Correia (2005: 43) states that the use of ICT "... will allow to reduce the disabilities and disadvantages of these students, enhancing their academic and social integration." The evidence presented by research and direct observation where it is conclusive that ICT helps demolish barriers for people with physical, visual, hearing, cognitive and even psychological impairments is undeniable. ICT enables, therefore, above all, full participation in school life, so that pupils with SEN feel more capable and integrated into the classroom with real feelings of belonging to the school, which contributes to a rich experience of their citizenship, as witnessed by the students with SEN themselves in the study of Pereira (2007).

At a time when we are experiencing the implementation of the inclusive school, research on the inclusion of students with SEN in schools with the support of ICT presents itself as an area of research and intervention with unquestionable interest. We must demonstrate the potential that ICT has to empower the student to act beyond a mere spectator and play a more active role in promoting/facilitating their work in a constructive manner about their educational background and developmental process. However, we must also note that, indirectly, by simplifying the teachers management duties, ICT also contributes towards a good attendance of students with SEN. According to Sparrowhawk and Heald (2007), it is synthesized and widespread that ICT can help the process of teaching and learning of students with SEN by means of: increasing motivation; enabling or simplifying/improving access;

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improving performance and increasing expectations; facilitating differentiation; providing alternatives; promoting the involvement with the real world; facilitating the monitoring and evaluation by the teacher; supporting the teachers administrative work; supporting the link with the home and the community.

III. Ways ICT can help

ICT values the way the students with SEN produce and increase their capacity for action and interaction. Thus, it is necessary to promote the use of ICT so that the student can experiment and learn, build him/herself as an individual and, above all, become part of collective knowledge. Nevertheless, it is important to take into account, when considering the use of ICT in the education of these students, how ICT offers opportunities to improve performance in activities and how they increase participation (Douglas, 2005). When addressing the use of ICT with learning disabilities and/or difficulties we must remind ourselves of those who could never play their part in society if it werent for ICT. We must think of some brilliant minds trapped in non-compliant bodies like Stephen Hawking, a consecrated theoretical physicist that had amyotrophic lateral sclerosis (ALS), a rare degenerative disease that paralyzes the muscles of the body, without reaching cognitive function. This renowned scientist could only communicate and work trough ICT solutions, namely by a speech synthesizer incorporated in his wheel chair. More, we should consider the numerous dyslexic students that learned through innovative strategies supported by the enabling characteristics of computers, thus escaping the label of less cognitively able by learning and producing written and alternative materials that express their valuable creative ideas. There are large numbers of students that are unable to attend school because of medical or geographical reasons; however, todays technology can help bring the classroom to these students in a way they can keep up with theirs classmates. Yet, a basic use applies to dysgraphic students that cant produce handwritten readable materials but can use a keyboard, mouse or other form of

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computer access. Another SEN that takes many advantages of computer use (and it is not necessarily a disability) relates to gifted students that frequently lose interest in traditional teaching methods and appreciate the exploration of information provided by computers and the Internet. These are just a few examples of ICT use, there existing many other practical examples of ICT benefits for SEN. Working for better information and training of professionals that deal with students with particular learning needs, and with the knowledge of numerous studies of specific ICT applications for particular needs, we present next a sample of ICT solutions for the most encountered special educational needs summarized in the table bellow (Table 1). We identified and compiled a summary of the consulted literature (BDA, 2009; Godinho et al., 2004; Florian and Hegarty, 2004; Hasselbring and Glaser, 2000; Jamali and Nicholas, 2006; Male, 2003; Lee, 2003; Project SNEP, 2008; Sparrowhawk and Heald , 2007; Williams, Sancho and Hernandez, 2006; Williams, 2005) of some ICT solutions for the most common types of SEN (Table 1). The distribution of the solutions presented isnt strictly binding, with the possibility of interdisciplinary applications. Note that the computer is the basis of several solutions, which in itself is already an obvious advantage, such as the use of the Internet, from hypertext to hypermedia, benefiting to a greater or lesser extent the interactivity with many types of SEN. The common productivity applications with its various options can be an aid in various situations, as well as different types of educational software. The underlying work strategies that ICT provides like individual, collaborative and peer tutorship can make a difference in taking advantage of ICT use.
Types of SEN ICT Solution How it may help The single use of most common applications, like word processors, can be adjusted (as font size, contrast, brightness, resolution, among others). Using shortcut keys replaces the use of the mouse. The use of typing replacing handwritting or punctuation can facilitate the production of written material. Input and output peripheral through Braille language (with its own software that converts text to Braille and Braille to text). Printer that allows printing in Braille and/or tactile graphics normally straigth from a common office application as a word processor. Software that synthesizes speech; normally associated with screenreading software compatible both with computer applications and web pages. Screen readers by speech synthesis or Braille displays allow the user to have all the information displayed on the computer monitor

Computer+Monitor

Visual Disabilities, Deaf-Blindness

Braille Displays Braille printer/embosser Speech synthesizer (text to speech)

Screen-reading software

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Types of SEN

ICT Solution Optical Character Recognition Software (OCR) Audiobooks Manuals / Books in electronic format (ebooks) Screen magnifying software Multimedia and subtitling

How it may help adapted to their functional senses/perception. Its combined use with a scanner and a screen-reading software allows access to content printed on paper (books, journals, text ...). Books in multimedia format with speech synthesis. Books or documents converted into digital format that can be read by screen reading software, with output in Braille or synthetic speech. Software that allows enlargement of areas in the screens visual area (including area where the mouse moves) of the monitor for people with low vision (partially sighted). The use of computers is based on visual information allowing the work with texts, images and videos for the development of skills. Multimedia allows access to information in a more visual and immediate way then previously available. Addittional auditory information may be replaced by text subtitles. The word processor with spelling and grammar correction and the possibility of re-editing helps in learning and construction of written texts. Keyboard that you can use letters, symbols and images. Can help as a starting point for reading and writing. Any auditory information on the use of a computer can be converted to signs/signals in the visual display. The subtitles of words of a speaker are transmitted to a screen. Cummulative use of the computer (and its accessibility settings) with adapted peripherals to allow software manipulation. Examples of adapted peripherals: augmented keyboards and mouse alternatives, different types of switches interfaces that allow pointing trough scanning that can be activated by different parts of the body, breath, eye or head movement. The problems of coordination in handwriting can be annulled by printed materials . (no percebo esta frase final aqui) The use of tools for synchronous and asynchronous communication, shared working areas, video and audio conferencing, eLearning platforms, allow the most serious situations of impossibility of school attendance (with immobility) to continue their studies. Educational software that allows the use of accessibility settings. The AACS, usually based on software solutions and associated with accessibility settings (associated motor disability), which may produce or replace the written language, help people with serious or severe problems of language and speech to communicate and work,. Appealing, multimedia games to appeal, with immediate reinforcement systems (visual and auditory), with the possibility of experimentation and correction, among others. Advantages use in visual and auditory disability. Appeling interactive multimedia books can help with conceptual learning. Personal digital assistants (PDA) and similar hardware and sofware (agenda/notebook) can act as reminders and help structure and sequence activities for example in memory and attention deficits. The combined or single use of some of the above adaptations for sensorial and physical can enable acess to computers and information available made available by them. The use of simple cause and software aplications can promote meaningfull and directed interaction. There are computer aplications associated or not with specific output peripherals that enable sensorial stimulation. Such stimuli can promote perceptual development as visual and auditory discrimination, spatial orientation. It can also improve oculomotor

Word Processor Hearing Disability Overlay Keyboard Visual warnings/sounds software Subtitling of live speech (speech to text)

Computer+Assitive Tecnhologies Physical Disabilty

Communication Problems

Distance learning (more options are revealed ahead on isolation problems) Educational software with accessibility options Augmentative and Alternative Communication Systems Adapted Educational games Word Processors Interactive books

Intellectual Disabilities

Cognitive disabilities

Computer aided instruction Input and output peripheral adapted to sensorial and pysical disabilities Cause and effect software Visual, auditory and tactile output

Multiple Disability

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Types of SEN

ICT Solution

Computer and associated peripherals Autism and Emotional problems Virtual Learning Enviroments (VLE) /Distance learning Real situations simulators (virtual reality)/Role playing Computer and associated peripherals Multimedia, image processing and Presentation Software Word Processors with speech synthesis Educational software Overlay Keyboard OCR associated with scanners and handheld scanners and speech synthesis Impossibilty of school attendance (hospitalized, geographically isolated, severe physical disability) VLE/Elearning/Web2.02 Audio-conference Video-conference Desktop sharing Synchronous and asynchronous Communication tools Computer associated with web based techonologies,

Behavioral Problems

Learning Dificulties

How it may help skills. The use of the computer allows a non-threatening environment and reduces the fear of failure before their own and to others. Enables the development of self-esteem and confidence. It also allows the achievement of collaborative work stimulating social interaction. - Autism - can be used independently of, using, or in partnership, learning to wait, to give time and execute a shared activity. ? Help to overcome difficulties in the generalization of learning, attention and motivation. The possibility of performing work at a more individual level can minimize the blocking and other emotional difficulties due to the presence in constraining environments. The communication through the computer tends to be less inhibited. The possibility of experimenting and making mistakes in controlled situations, away from the danger of real contexts. Oportunity to engage in a interactive non-threatening way in role-play. A diversified use of ICT, such as computer linked to interactive whiteboards, often acts as a disciplining tool to capture pupils attention. Behavioral rules can be developed trough group work. Multimedia resources, in varied educational software involving multi-formats such as text, audio and video, can help overcome difficulties in reading/writing, arithmetic, and contribute to learning and offer new ways of expression. Interactive multimedia books can aid in comprehension and motivating. The capacity to re-edit, spelling and grammar correction, coupled with speech synthesis or not, helps in learning to read and write, compensates deficits and motivates the student. In dysgraphia, the calligraphy problems are reversed with the use of typing. Software with differente learning perspectives can offer different and alternative ways of skills acquisition. The possibility of construction of special keyboard activities with words and images. The tools used for the blind may be used for people with problems of reading and writing, or enable the reading of texts performed by the computer in digital format. The handheld scanner can convert small sections of text to the detail of single letter without the need to scan the full text.

This set of solutions enables students who cannot attend the school to continue their studies in direct collaboration with teachers and peers, including even the possibility to attend lessons at a distance with resource to live video and audio conferencing.

Gifted students

Computer based education with its multiple possibilities of use, exploration, interaction and communication, constitute an attractive and motivating environment for those seeking new deeper learning

Extracted from Wikipedia.org in 30/03/2009 E-learning Electronic learning (or e-Learning or eLearning) is a type of Technology supported education/learning (TSL) where the medium of instruction is through computer technology, particularly involving digital technologies []a planned teaching/learning experience that uses a wide spectrum of technologies, mainly Internet or computer-based, to reach learners. Available in: http://en.wikipedia.org/wiki/E-learning. A virtual learning environment (VLE)- is a software system designed to support teaching and learning in an educational setting []A VLE will normally work over the Internet and provide a collection of tools such as those for assessment (particularly of types that can be marked automatically, such as multiple choice), communication, uploading of content, return of students' work, peer assessment, administration of student groups, collecting and organizing student grades, questionnaires, tracking tools, etc. New features in these systems include wikis, blogs, RSS and 3D virtual learning spaces. Available in: http://en.wikipedia.org/wiki/Virtual_learning_environment Web 2.0 - refers to a perceived second generation of web development and design, that aims to facilitate communication, secure information sharing, interoperability, and collaboration on the World Wide Web. Web 2.0 concepts have led to the development and evolution of web-based communities, hosted services, and applications; such as social-networking sites, video-sharing sites, wikis, blogs, and folksonomies. Available in: http://en.wikipedia.org/wiki/Web_2.0.

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Types of SEN

ICT Solution How it may help VLE and experiences. It offers different and more appealing ways that Educational accommodate and are more consistent to the learning styles of these Software. pupils. Table 1 ICT solutions and advantages per SEN type

Conclusion
As shown, we can perceive with no disregard to the usual work methodologies with students that have particular needs in their learning, that ICT can grant differentiated ways to enhance the learning experience of these pupils. By promoting access and participation or just by providing appealing ways to learn, increasing the availability to acquire skills and overcome barriers, ICT is an inclusion ally. There are many disabling disadvantages that can be overcome with the use of ICT solutions as a means of access or as a new pedagogical tool. We agree with Snchez Montoya (2002): ICT isnt just one more assistive technology, it is a technology that can be used in different fields: social, cultural, academic, economical With a computer we can expand cultural horizons, stimulate cognitive development, improve and potentiate the acquisition of skills, information, knowledge and ideas that allow to set up our (their) own identity and help build a conception of reality and of the world. However ICT without a human factor, working as mediator and guide can prove itself useless. We must keep in perspective that a correct educational implementation of ICT strongly depends on the teachers training and capacity to adapt to the differentiated learning styles that he/she encounters. Research needs now to find its way in capacitating Special Education Professionals to a better response to the particular needs of these students. The team responsible for this scientific paper is working towards this purpose, surveying the training needs of Special Education teachers and ICT Coordinators, aiming to establish a training programme that enables these professionals primarily to work on a first approach to the use of ICT as an instrument for inclusion.

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