Digital Transformation Stands Alongside Inclusive Education: Lessons Learned from a Project Called “Waking Up in the Morning”

Abstract

The right of people with special educational needs and disabilities to be educated alongside their typically developing peers is a fundamental human right protected by national laws and international conventions. However, education systems around the world still face the challenge of providing effective education for all children and young people. Nowadays, academic research on the implementation of inclusive education has shifted from “where” students should be educated to “what” and “how” they should be taught. Although teachers express willingness to implement inclusive education pedagogy, they nevertheless state that they lack educational materials and even encounter difficulties in creating their educational resources due to a lack of expertise. In this context and under the current research imperatives in inclusive education regarding the benefits of digital transformation, an inclusive transmedia application based on gamification techniques, called “Waking Up In the Morning” (WUIM), was designed and developed to supply an integrated educational method that can be applied in inclusive learning environments. The purpose of WUIM providing content for teaching Activities of Daily Living is to emphasize the participatory design for developing inclusive learning materials, while also using formative assessment elements that actively engage end-user. The conclusions of the formative assessment were drawn from the data collected to answer the main research question: “Can educational applications, based on transmedia learning principles, cutting-edge technology and game elements support inclusive education?“. Since for every educational innovation, it is necessary to identify teachers’ opinions about it, two parallel surveys were conducted on teachers’ attitudes towards inclusive education and digital games for learning and teaching. Based on the results, it can be concluded that teachers were hesitant in both cases, a reluctance that was not solely driven by ideological barriers but also by a lack of training in educational practices. This work highlights the lessons learned about teachers’ attitudes regarding inclusive education and digital educational games, the pedagogical foundations of game design, the power of transdisciplinary teamwork, and the affordances of virtual reality, augmented reality and digital games to support education and treatment of individuals with special educational needs and/or disabilities in inclusive settings.

The role of information technology in managing the human resource development of educators in inclusion-based primary schools in Greece

“…For example, children who struggle with writing may benefit from speech-to-text software, while students who struggle with reading can benefit from audio books and visual learning aids. Kaimara (2023) uses the "Waking Up in the Morning" initiative to highlight the importance of digital transformation in inclusive education. This project serves as an example of how to use technology to create more adaptable and inclusive learning settings.…”

“…As more ICT-based learning activities, projects, and software programs are created, the curriculum is becoming more dynamic and participatory (Nikolopoulou, 2014;Papaevangelou et al, 2023). With the ability to collaborate with students from different nations and regions on projects that address many curriculum goals at once, students are being encouraged to participate in more autonomous and independent activities (Kaimara, 2023). As a result, curriculum creators are motivated to think about the curriculum from other angles.…”

“…This is consistent with research byTzafilkou et al (2023), which highlighted the significance of instructors' digital competency for efficient instruction. According toKaimara (2023), training in IT tools not only provides educators with the technical skills they need, but it also improves their capacity to provide inclusive education. The findings demonstrate how HR development is improved by using IT in the curriculum.…”

Educación inclusiva digital: Superando las barreras para el aprendizaje

“…Sin embargo, los sistemas educativos en todo el mundo aún enfrentan el desafío de brindar una educación efectiva a todos los niños y jóvenes. Hoy en día, la investigación académica sobre la implementación de la educación inclusiva se ha centrado en cuestiones como qué y cómo se debe enseñar a los estudiantes, más que en dónde deberían recibir educación (Kaimara, 2023).…”

Uma Plataforma Pervasiva Para Educação Inclusiva Apoiada Por Ia

“…Através dela são aplicados elementos de jogos em contextos não jogos, como a educação, onde o seu objetivo é motivar e engajar os alunos. Devido a sua natureza lúdica, a gamificação pode ser uma ferramenta eficaz para promover a aprendizagem e o desenvolvimento de habilidades em estudantes com necessidades especiais, como os estudantes com Transtorno do Espectro Autista (TEA) e Transtorno de Déficit de Atenção e Hiperatividade (TDAH) (JAIN et al, 2023) (KAIMARA, 2023) (CARLIER et al, 2020), pois pode tornar as atividades educacionais mais atraentes e motivadoras, além de permitir a personalização da experiência de aprendizagem de acordo com as necessidades de cada aluno (GAGGI; GROSSET;PANTE, 2023).…”