•The ICT Directory for Inclusive Education presents Information and Communication Technologies (ICTs) that have the potential to foster the education of children with disabilities in inclusive schools. •The ICTs are presented according to the type of difficulties they can address. These difficulties, which are defined in the Washington Group questionnaire, can affect a student’s participation in the classroom: -Visual impairment -Hearing impairment -Communication difficulties -Difficulty remembering/concentrating/learning -Difficulty moving upper limbs
This guide will support field level staff to ensure that all children have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised and excluded groups of children face and recommends interventions to support their inclusion in remote learning and their return to school. The guide also recommends key resources to use when designing interventions for inclusive and equitable learning.
Sections are included on mild, moderate and severe disabilities.
The overall objective of this study was to examine the impact of school closures due to Covid-19 on the education of children with disabilities attending primary schools. Using phone surveys, 99 parents/carers were interviewed to gain insight into the educational experiences of their children, any barriers faced and their main concerns. All the families had at least one child with a disability in the 6-15 years age group, with approximately six families reporting two or more children with disabilities (though not in the same age range)
