In the 2018 International Computer and Information Literacy Study by European Union, it is set that digital competence constitutes an essential skill for participating in a technology-driven world. This also applies to students with disabilities/special needs. Learners with disabilities/special needs cannot participate in civic and social life in today's world without handling basic skills in ICT. Yet, schools and other non formal education organisations do not always support development of digital competences for learners with special needs, both youth and adults. The objective of the project is to exploit digital learning environments aiming to reinforce the development of ICT competences for learners with special needs/disabilities. The project aims to create a learning community where Universities, schools, teacher training centre and NGOs exchange good practices of teaching ICT to students and adults with special needs. The participating parties aim to provide training for educators and enhance the availability of good quality learning tools and resources. This will be done under the pedagogical guidance of the University of La Laguna and the University of Lisbon. More specifically, the project has four objectives: a) short term staff training events during six LTTAs b) pilot studies of educational material and learning scenarios for Special Education at partners c) ICTeam Toolkit (Intellectual Output) for educators in formal and non formal education d) website The project is initiated by Fyllingsdale High School in Bergen, Norway. The partners are Universities, Secondary Schools, a public teacher training centre and NGOs with educational background as follows: Norway 1. NGO Mentee, Bergen Spain 2. University of La Laguna, EDULLAB Research Group, La Laguna 3. Secondary School IES El Sobradillo, Sobradillo 4. CEP La Laguna public teacher training centre, La Laguna Portugal 5. University of Lisbon, Instituto de Educação, Lisbon 6. Secondary School Agrupamento de Escolas de São João da Talha, Lisbon Greece 7. Secondary School of Gennadi, Rodos 8. Secondary School of Zipari, Kos 9. NGO ICON Greece, Rodos The project takes into account five key propositions for the use of ICTs in education, as identified in United Nations Convention on the Rights of Persons with Disabilities. The six LTTAs that will lead to the design of Intellectual Output ICTeam Toolkit include the following modules 1. ICT and SEN 2. Assistive Technologies for SEN 3. Social approach to ICT for SEN 4. Inclusive ICT for SEN 5. Training of staff for specialist ICT 6. Toolkit and Website There are also six Multipliers events, related to modules of LTTAs and modules of Intellectual Output ICTeam Toolkit. The transnational value of the project lays on the fact that special education is organized differently for SEN learners, both students and adults. There are cultural differences and differences between schools and non formal education actors. It is essential to take into account the needs and wishes of the learners and their parents. Some schools have auxiliary teachers in the classroom, while others choose to divide into groups. In special education you can advantageously use different aids and special programs. Non formal education organisations usually offer to students complimentary services outside formal education; they also offer adult training. In a project like this, participants will learn and exchange different teaching practices, teaching materials, ways of organizing, collaborative ways and establishing new good suggestions for special education. The partnership of the project fosters cross sectoral and cross cultural collaboration to consolidate insights from formal and non formal education. Universities will implement the training course, will have the pedagogical guidance of the project and will be responsible for Intellectual Output. Schools will suggest and apply pedagogical practices to reinforce ICT skills for students with Special Needs. NGOs will contribute experiences from informal and non formal educational activities and will work with families of students to enrich social aspect of learning in Special Education. The results expected during the project and on its completion is a strengthened capacity of the participating organisations to provide more attractive education programmes for learners with disabilities/special needs. We hope for a more modern and committed school environment where one is ready to integrate good ICT practice and methods for Special needs education into daily activities, and a reinforced responsibility to the challenges of democratic values and fundamental rights, social inclusion, non-discrimination and active citizenship. Learners with disabilities/special needs participate in learning activities that results in basic skills in ICT and thus have an increased opportunity for those of disadvantages.
The project aimed to achieve several goals and outcomes related to enhancing special education for students with disabilities or special needs. These were the primary objectives and expected results: 1. Improving Learning Outcomes: The project sought to ensure that students with special needs received a good learning outcome by creating a learning environment that accommodated their unique abilities and assumptions. This included tailored teaching practices and addressing diverse learning rates to meet the needs of these students. 2. Enhancing Digital Competences: The project aimed to equip learners with disabilities or special needs with essential digital skills to prepare them for a technology-driven world. This involved the strategic and integrated use of ICT (Information and Communication Technologies) in special needs education. 3. Fostering Innovation: The project aimed to promote innovative methods and practices for teaching ICT to these learners, improving their lifelong learning abilities and enhancing their inclusion and diversity within educational settings. 4. Knowledge Sharing and Collaboration: The project aimed to create a learning community involving schools, universities, NGOs, mentors, and other education-related stakeholders. The collaborative effort provided training for school leaders, teachers, non-formal educators, youth workers, and school staff. It also facilitated the sharing of experiences, know-how, and best practices in teaching ICT to students with special needs. 5. Eliminating Discrimination and Segregation: By addressing the lack of basic digital skills among students with special needs, the project aimed to combat discrimination and segregation they might experience due to digital obstacles. It strove to ensure equality, inclusion, and participation in society for these learners. 6. Cross-Border Cooperation: The project leveraged cross-border and cross-sectoral cooperation to tackle the challenges of ICT in special needs education. This approach provided added value and diverse perspectives to the achievement of the project's objectives. It also strengthened networking and cooperation between organizations and professionals in education. 7. Creating Educational Resources: The project resulted in the creation of valuable resources, such as a teacher's toolkit for ICT in special education and a dedicated website. These resources offered step-by-step, evidence-based lessons and supported the development of digital competences in learners with disabilities or special needs. 8. Long-term Impact: The long-term goal was to facilitate self-training and guidance from teachers to teachers, creating educational materials that could be reused in the field of special education. This approach ensured the sustainability of the project's impact beyond its duration. In summary, the project aimed to transform special education by equipping students with disabilities or special needs with the digital competences and skills necessary for a technology-driven world. It also aimed to create a collaborative, inclusive, and innovative learning environment that eliminated discrimination and segregation and promoted lifelong learning. Through cross-border cooperation and the development of educational resources, the project aimed to have a lasting impact on special needs education.
We applied for this project because we wanted to address the need to give learners with disabilities the necessary ICT skills to participate in civic and social life. All student should develop key competences for lifelong learning. It is important that everyone has the right to quality and inclusive education, training and lifelong learning that develops key competence and basic skills. We see that a basic skill in today's society is to handle the digital tools in everyday life. For students with disabilities/special needs, it can be a challenge to acquire and develop key competences, including basic skills when it comes to everyday tools such as smart technology.