Share This Article:

ICT and Inclusion in Higher Education: A Comparative Approach

Abstract Full-Text HTML XML Download Download as PDF (Size:257KB) PP. 39-47
DOI: 10.4236/jss.2015.39007    4,247 Downloads   4,914 Views   Citations

ABSTRACT

The following research describes an attempt to combine ICT and Special Education through an inclusive pedagogical perspective. It examines how an innovative use of Information and Communication Technology can help create inclusive environments on the web. Specifically, the study focuses on the way the University responds to diversity and to e-inclusion through some development phases of an experimental research project, which is most far-reaching called “Network@ccessible: teaching/learning together and for everyone in a life project” carried out by six Italian universities and research institutions, from 2009 to 2014, and involved 1174 students (1.6% disabled students). This study is split into two main parts: 1) description and analysis of the data collected following the administration of an inquiry tool, developed to detect the climate experienced by the students involved in the online working groups; 2) investigation and detection of the elements of change that can encourage the process of inclusion in online learning environments to acquire credits allocated to the university courses. This study proposes further research to take place in the area of inclusive online university courses.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Volpe, V. (2015) ICT and Inclusion in Higher Education: A Comparative Approach. Open Journal of Social Sciences, 3, 39-47. doi: 10.4236/jss.2015.39007.

References

[1] de Anna, L. and Della Volpe, V. (2014) The Research Project Firb Network@ccessibile. “Technological and Higher Education in the World”. Bulletin of National Institute of Educational Resources and Research, 64, 95-120. http://www.naer.edu.tw/ezfiles/0/1000/attach/81/pta_7247_1329391_15783.pdf
[2] Della Volpe, V. (2012) Inclusive Online Learning Environments: Pedagogical Reflections and Possible Applicable Models. PhD Thesis, Foro Italico University, Rome.
[3] de Anna, L. and Della Volpe, V. (2011) FIRB Network@ccessibile Project: An International Dimension for an Inclusive E-Learning. Educational and Social Inclusion, 10, 254-266.
[4] de Anna, L. and Della Volpe, V. (2012) FIRB Network@ccessibile Project: Ternational Perspective between Italy and Brazil. In: Steren dos Santos, B. and de Anna, L., Eds., Annals of III SIPASE—Psychopedagogic Areas in Different Scenarios, 160-174. http://www.pucrs.br/orgaos/edipucrs/
[5] de Anna, L., Canevaro, A., Ghislandi, P., Striano, M., Maragliano, R. and Andrich, R. (2014) Net@ccessibility: A Research and Training Project Regarding the Transition from Formal to Informal Learning for University Students Who Are Developing Lifelong Plans. ALTER, European Journal of Disability Research, 8. http://dx.doi.org/10.1016/j.alter.2014.02.002
[6] European Commission (2010) European Disability Strategy 2010-2020: A Renewed Commitment to a Barrier-Free Europe. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:0636:FIN:EN:PDF
[7] Canevaro, A. (2008) Outcropping Stones. Erickson, Trento.
[8] Depover, C., De Lievre, B., Peraya, D., Quintin, J.J. and Jaillet, A. (2011) Tutoring in Distance Education. de Boeck, Bruxelles.
[9] Moliterni, P. (2014) Studying at University: Strategies for Learning and Training Contexts. Franco Angeli, Milano.
[10] Ianes, D. (2005) Special Education for Inclusion. Erickson, Trento.
[11] Andrich Miato, S. and Miato, L. (2003) The Inclusive Education. Organizing Cooperative and Meta-cognitive Learning. Erickson, Trento.
[12] Rossi, P.G. (2009) Technology and Construction of Worlds: Post-Constructivism, Language and Learning Environments. Armando, Roma.
[13] de Anna, L. (2013) E-Inclusion and University Teaching. Inclusive Learning Environments’s Design. Fridericiana Editrice Universitaria, Napoli.
[14] Khan, H.B. (2003) E-Learning: Planning and Management. Erickson, Trento.
[15] Trentin, G. (2004) Online Learning and Knowledge Sharing: Role, Dynamics and Technologies of Online Professional Communities. Franco Angeli, Milano.
[16] Song, L. and ?Xiong, H. (2011) Advances in Computer Science, Environment, Ecoinformatics and Education. Spring-Verlang, Berlin.
[17] De Beni, R., Meneghetti, C. and Pezzullo, L. (2010) Metacognitive Approach and Universitary Distance Education. Tecnologie Didattiche, 1, 21-28.
[18] Calvani, A., Fini, A. and Molino, M. (2010) Assess Online Collaborative Groups within Institutional Contexts: A Multidimensional Approach. Journal of E-Learning and Knowledge Society, 6, 99-108.
[19] Spiro, R.J., Collins, B.P. and Ramchandran A.R. (2006) Modes of Openness and Flexibility in “Cognitive Flexibility Hypertext” Learning Environments. In: Khan, B., Ed., Flexible Learning. Englewood Cliffs, Educational Technology Publications, N.J. http://dx.doi.org/10.4018/978-1-59904-325-8.ch002

  
comments powered by Disqus

Copyright © 2019 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.