Strengthening Inclusion of Learners with Attention Difficulties Through Interventions with Digital Technology in Processes of Production

Abstract

[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").

Enacting Special Education in a Digitalized School: Opening for New Understandings of a Digitalized Special Educational Practice

“…Therefore, these tools are meant to compensate for lack of abilities or knowledge, making education more equal, accessible, and inclusive. One of the responsibilities for SENCOs/SETs is to be key figures in creating an inclusive educational school environment (Curran & Boddison, 2021), and digital tools have proven abilities to achieve this goal (Ok & Rao, 2019;Roberts-Yates & Silvera-Tawil, 2019;Sorensen & Andersen, 2017). Tools for skill training.…”

Working smarter not harder: Inclusive lessons for middle school science

“…Technology was also associated with increased access and inclusion for students with disabilities (Morningstar et al, 2015), students with severe disabilities (Alquraini & Gut, 2012) and students with attentional challenges (Sorensen & Andersen, 2017). Table 7 Technology Results…”

“…One study was set in the third grade (Clarke et al, 2016) it was still included even though the setting was below middle school because the subject area, science, and strategy, response cards, were deemed applicable to middle school science. The study used response cards which are a strategy for participation which is recommended for use in middle and high school science (Schwab et al, 2013) (Alquraini & Gut, 2012) ü (Capp, 2017) ü (Hudson et al, 2013) ü (McAllum, 2014) ü ü (Ohtake, 2003) ü (Sorensen & Andersen, 2017) ü Middle and High School (Awada & Plana, 2018) ü (Bradley, 2016) ü (Carter, et al, 2007) ü Art (Casale-Giannola, 2012) ü ü ü ü Health (Cihak & Castle, 2011) ü (Doğanay et al, 2014) ü (Duchaine et al, 2018) ü ü (Hitchcock et al, 2016) ü (Karhu et al, 2018) ü (Kuntz & Carter, 2019) ü (Lourenco, et al, 2015) ü (Mastropieri et al, 2005) ü ü (Mastropieri et al, 2006) ü (Mastropieri & Scruggs, 2001) ü ü ü ü (Montague et al, 2011) ü (Morningstar et al, 2015) ü (Mulcahy et al, 2014) ü (Trussell et al, 2016) ü (Wehmeyer et al, 2003) ü Intermediate (Alasim, 2018) ü (Berry, 2006) ü (Florian & Beaton, 2018) ü (Mason et al, 2017) ü (Rappolt-Schlichtmann et al, 2013) ü (Schmidt et al, 2002) ü (Wood et al, 2015) ü (Zhang et al, 2015) ü Elementary (Clarke et al, 2016) ü ü…”

“…Inclusive criteria for technology was being a technological support used in the general classroom by the teacher or student to increase inclusion. Supports coded in the technology category were assistive technology for specific student needs (Alquraini & Gut, 2012;Lourenco et al, 2015); technology for students to practice skills (Mulcahy et al, 2014;Zhang et al, 2015); technology to assist students showing their learning (Hitchcock et al, 2016;Mulcahy et al, 2014;Sorensen & Andersen, 2017); and technology used by the teacher to assist teaching (Morningstar et al, 2015;Mulcahy et al, 2014). The studies were set in grades K-12 with one set in elementary science (Rappolt-Schlichtmann et al, 2013), and one in middle school science (Hitchcock et al, 2016).…”

“…Elementary science (Sorensen & Andersen, 2017) Digital technology to assist with process of production Increased learning outcomes for students with attentional difficulties.…”