Digital technologies to support young children with special needs in early childhood education and care

Abstract

Box 1. Methodology of the literature review EDU/WKP(2023)9  7 For Official Use A child has special education needs if the child has a learning problem or disability that makes it more difficult to learn than most children of their age (nidirect government services, 2022 [1]), with the World Health Organization classifying disability in terms of medical, social and biopsychosocial paradigms (WHO, 2007[2]). According to UNICEF (2022[3]), one in ten children worldwide have disabilities that may hinder their full and effective participation in society on an equitable basis. All children with special needs have the same rights as other children to education and care that caters for them academically, socially, emotionally, physically, and psychologically (Australian Government, 2022[4]; UN, 2022[5]; UNICEF, 2022[3]). To safeguard these rights, inclusive early childhood education and care (ECEC) policies are framed to consider the diversity of children and contexts to ensure all have equitable access to participation and high-quality services. Successful inclusive practices acknowledge the importance of additional assistance in breaking down barriers and supporting children with special needs to actively participate, engage and contribute to all aspects of their lives. Children with special needs may require additional support in opportunities for learning, communication, mobility, interpersonal interactions and relationship building. Educational experiences must be tailored, designed and implemented to meet their unique needs. This review investigates how digital assistive technologies (ATs), as resources in inclusive learning environments, may support young children with learning disabilities and special needs. All children require equitable access to high-quality learning and development opportunities so that they can develop and participate in society in the best ways possible.The use of technology is an increasingly well-established strategy for supporting young children with special needs. An assistive technology device has been defined as "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customised, that is used to increase, maintain, or improve functional capabilities of a child with a disability" (IDEA, 2004[6]). Digital technology engagement to support children with learning disabilities is becoming more common, particularly in the later years of education (Perelmutter, McGregor and Gordon, 2017[7]). In early ECEC settings, ATs are designed to support children to improve learning, behaviour, attention and communication (Parette and Stoner, 2008[8]). Assistive technology options have proliferated in recent years, due to the increase in software applications and innovative digital solutions designed to support individuals with special needs alongside increased access to digital technologies. In recent years, research has investigated the appropriation of mainstream technologies, such as digital games, to support children with special needs (e.g. Ringland...

Education and innovation for the digital and green transitions: How higher education can support effective curricula in schools

“…To encourage the use of educational research in practice, some countries or jurisdictions have invested in the creation of online platforms to collate and facilitate the use of educational research and OER (see mechanism 2) by school educators (OECD, 2022 [13]). The What Works Clearinghouse in the United States, the Evidence for Policy and Practice Innovation Centre (EPPI Centre) in England (United Kingdom) and the Netherlands' National Initiative for Educational Research (NRO) are three examples of national platforms that have been established with government funding to provide educational practitioners with access to educational research and resources (WWC, n.d. [115]; EPPI, n.d. [116]; NRO, n.d. [117]). In some systems, the government has played a role in ensuring that the resources on these platforms respond to the needs of educators.…”