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[elsebeth@learning.aau.dk], Hanne Voldborg Andersen [voldborg@learning.aau.dk], Aalborg University [http://learning.aau.dk], Kroghstraede 3, 4.149, Aalborg Oest, Denmark AbstractThis paper investigates the potential of digital technologies for strengthening the participation and inclusion of learners with developmental and attention deficits (focus learners) into the mainstream classroom. The paper describes the authors' approach to the challenge of researching the extent, to which digital technologies may support the learning process of focus learners -in particular in those aspects of the learning process that deal with the construction of learning products and the communication and dissemination of knowledge to peers, teachers or others.On the basis of the actual analysis and a succeeding discussion, the paper concludes that in order to create ownership, pedagogic strategies and interventions with digital technologies (whether viewed from the perspective of teaching or the perspective of learning) should incorporate opportunities for developing digital multimodal reifications. These, in turn, then stimulate learner reflection and awareness. Finally, the authors of the paper emphasize importance of opportunities for reflection, tools and structures for construction and dissemination of learners' knowledge (to demonstrate "I am able to" and "I know"). Abstract in DanishDenne artikel undersøger potentialet af digital teknologi for at styrke deltagelse og inklusion af elever med opmaerksomhedsproblemer (fokus elever) i Folkeskolens normalklasser. Artiklen beskriver forfatternes tilgang til den udfordring det er at udforske graden af den support, som digitale teknologier tilbyder fokuselevers laereproces -isaer mht. de aspekter af laereprocessen som drejer sig om konstruktion af laeringsprodukter og kommunikation/videndeling hos laerere og laerere-elever imellem. På basis af analysen og den efterfølgende diskussion, konkluderer artiklen at det i forhold til at understøtte ownership, er nødvendigt at paedagogiske strategier og intervensioner med digital teknologier i relation til denne målgruppe (uanset om perspektivet er undervisning eller laering) bør indeholde muligheder for at udvikle og producere digitale reifikationer, da disse synes at stimulere refleksion og styrke awareness generelt hos fokuseleverne. Endelig understreger forfatterne til artiklen vigtigheden af at etablere muligheder for refleksion, vaerktøjer og strukturer til konstruktion og udbredelse af fokuselevernes selverkendelse (at demonstrere "jeg kan dette" og "jeg ved dette").

The purpose of this paper is to investigate in which ways technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is one piece of outcome of a wider study on ICT facilitated inclusion, and this current piece of research addresses the challenges of enhancing focus learners' comprehension when working with the curriculum. Several technologies have been tried out in a real school context and seven types of interventions are identified as valuable for focus learners' capability in learning processes. The paper discusses the findings and concludes that conscious use of technology-based interventions makes it possible to provide learning challenges balanced to the learners' individual skills. But a broader understanding and acceptance by all stakeholders of the specific challenges of this group of learners in mainstream educational systems seems needed to fulfil the potential. Abstract in DanishFormålet med denne artikel er at undersøge, hvorledes teknologier kan anvendes i det almene skolesystem som redskab for inklusion af elever med udviklings-og opmaerksomhedsproblemer (fokuselever) og styrke elevernes oplevelse af flow og tiltro til egne evner (self-efficacy) i laereprocesser. Undersøgelsen er en del af et større studie om it-faciliteret inklusion, hvor denne artikel handler om udfordringer i forhold til at øge fokuselevernes forståelse for det faglige indhold. Adskillige teknologier har vaeret afprøvet i en reel skolekontekst, og syv typer af interventioner er identificeret som vaerdifulde for fokuselevernes kapabilitet i laereprocesser. Artiklen diskuterer resultaterne og konkluderer, at bevidst brug af it-baserede interventioner gør det muligt at tilbyde laeringsudfordringer tilpasset elevernes aktuelle faglige og kompetencemaessige niveau. Men det synes nødvendigt med en bredere forståelse og accept hos alle interessenter for denne gruppe elevers specifikke udfordringer i det almene undervisningssystem, hvis dette potentiale skal realiseres.

An overall political vision of a prosperous society is one in which everyone has the same access and possibilities of participating in democratic processes, and in which everyone has equal access to the resources, life and learning -a society grasping the potential of diversity. This study reports on research into the impact of digital technological interventions for including kids with attention and developmental dificulties into school class contexts. The paper describes, how the authors have approached the challenge of researching inclusion of kids with attention and developmental deficits for communication, collaboration and knowledge sharing. Some of the questions addressed in the study are: How -and in what sense -may technology and technological interventions be utilised to enhance this approach with our focus learners? In which situations does it occur in the case study? The data analysis assesses the potential of interventions with digital technology for acting as stimulating enzymes for life and learning. On the basis of a thorough discussion of the analysis and findings, the authors assess the degree to which interventions with digital technologies may promote inclusion through stimulating the participation in life and learning of kids with attention and developmental deficits.