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Potential of assistive technologies for the success of inclusive education

PHD-Project Hanna Linke

Educational value of the technical use in inclusive education

In the UN CRPD inclusion in education is formulated as a main goal in Art. 24. The convention names accessibility in Art.9, the use of (assistive) technology in Art. 4 and universal design in Art.2 as requirements for inclusion. In this way a framework for education is defined by the Convention, which has to be implemented in the signatory countries. In the federal structure of Germany the educational mission lies with the federal states, which are all working on appropriate implementation plans. In NRW the named issues are raised in the national action plan "A society for all - inclusive NRW". Especially the school area has to face a variety of tasks to be tackled. Legal, structural and organizational issues, training and cooperation between teachers, parents and pupils are just a few relevant items. In the context of inclusive education a rethinking of teaching is necessary. It causes a lot of questions for the realization in the classroom every day.

Based on this framework and the specific problem, the role of technical tools in the implementation of inclusive education will be discussed in this PhD. The potential of the technical means by which the children are provided or which are already present in the schools, are examined for the success of inclusive teaching methods based on qualitative research methods. The tools are recorded on the one hand in the field of assistive technology, the children with disabilities bring with them every day, but there are also nursing aids and teaching technologies, which are kept by the school. All of these aids have to meet versatile requirements on the part of teachers, pupils and the learning environment. But the tools itself have an impact on the design and requirements for the implementation of the inclusive education and the cost pressures and the efficiency principle (SGB V § 12) in addition. The basic assumption is that a positive educational value for students in inclusive education can be achieved by targeted consideration of the technical possibilities in the classroom and in the school context.