The ASD-IncluDi project aimed to promote accessible and inclusive distance learning (DL) for students with Autism Spectrum Disorder (ASD) in higher education and lifelong learning. Its objectives were to strengthen the capacity of universities and educators to deliver inclusive DL, enhance the skills of practitioners and caregivers, and create sustainable training resources and digital tools. Through the development of a Competence Framework, structured training courses, a multilingual LMS platform, assessments linked to open badges, and policy recommendations, the project sought to bridge the digital gap for autistic students, foster educational equity, and promote social inclusion. ASD-IncluDi aligned with European goals for digital transformation and inclusive education.
The ASD-IncluDi project aimed to enhance special needs education through ICT and IoT tools. Traditionally, classroom instruction dominated, with few educators exploring distance learning. The COVID-19 crisis exposed a significant skills gap in using advanced technology for high-quality remote education. Social inclusion and equity were central to the project’s design, as students with ASD and other special needs often receive lower quality distance education. Most research focused on face-to-face learning, neglecting remote education. ASD-IncluDi developed a Competence Framework and training materials to support ICT use in special needs curricula, both in-person and remotely. Special needs educators lacked the pedagogical and technical expertise to deliver accessible digital learning for students with ASD. To bridge this gap, the project provided a comprehensive framework, guidelines, and training content. ASD-IncluDi also aimed to strengthen higher education institutions by raising awareness and promoting high-quality training for educators. Finally, policy recommendations were developed to help institutions integrate ICT, improving employability for special needs educators.