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

Holmgren, Martin

doi:10.1177/01626434221131776

Cited by 3 publications

(4 citation statements)

References 60 publications

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“…Another outcome of this study adds contextual knowledge about the digital features of special education professions, and how the digitalisation of education is represented in object‐oriented special education practices, which at present are described as a sparsely researched area (Anderson & Putman, 2019; Holmgren, 2023; Istenic Starcic & Bagon, 2014). In this case, the object was identified as inclusive education with the outcome of academic and social success for all students, and digital tools were described as tools that expand the inclusive toolbox.…”

Section: Discussionmentioning

confidence: 99%

“…The survey data was analysed descriptively to provide a context to the digitalised special education practice (the case) from which the interviews derive, and also to strengthen or question the results drawn from the interviews. The digital tools included in the survey were categorised according to the Categories of Digital Tools in Special Education Activities (Holmgren, 2023, pp. 491–492).…”

Section: Methodsmentioning

confidence: 99%

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Expanding the special education professional toolbox: A case study of a digitalised special education practice in Sweden

Holmgren

2024

Research in Spec Educ Needs

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Two educational trends that have had major impacts on school policies of the last few decades are inclusive education and digitalisation. To that end, the purpose of this study is to examine how inclusive education and the digitalisation of education are related, understood, and represented in one case of Swedish special education practice. Using activity theory as a theoretical framework, the results of this study suggest that the meaning of inclusive education has shifted, and that digitalisation has entailed both congruencies and contradictions in special education activities aiming for inclusive education. Although digitalisation was described as providing alternatives for inclusive school practices, new expectations and work assignments sometimes exceeded the special educators' professional knowledge.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Expanding the special education professional toolbox: A case study of a digitalised special education practice in Sweden

Holmgren

2024

Research in Spec Educ Needs

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“…Currently, there is a lack of coherent measures and curricula across the European Union for people with Down Syndrome (DS) and intellectual disabilities, and training programmes are often insufficient, as they are limited by the number of teachers available to cater for these students (Holmgren, 2022). As a result, students with Down syndrome are often relegated to basic vocational training programmes for early inclusion in the labour market.…”

Section: Introductionmentioning

confidence: 99%

Developing an adaptive virtual learning environment for sustainable learning in individuals with Down syndrome

Arranz-Barcenilla,

Pavía,

Sáiz Manzanares

et al. 2024

IJILT

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PurposeThe purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down Syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective.Design/methodology/approachThe approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down Syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome.FindingsPositive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group.Research limitations/implicationsThe study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics.Practical implicationsThe incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools.Social implicationsThis study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities.Originality/valueThe study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development.

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“…Por su parte, las Tecnologías de la Información y la Comunicación (TIC) ofrecen multitud de posibilidades en los entornos educativos, convirtiéndose en un recurso muy valorado para las personas con diversidad funcional, como las personas con Síndrome de Down, contribuyendo a su accesibilidad, aprendizaje e inclusión social (Dos Santos et al, 2019;Hernández et al, 2020). Sin embargo, faltan medidas y programas generalizados para los colectivos de educación especial y existe escasa investigación en torno al uso y repercusión de las TIC (Holmgren, 2022).…”

Section: Programa De Aprendizaje Para Personas Con Síndrome De Downunclassified

Tecnologías para el aprendizaje sostenible en individuos con síndrome de down: exploración de herramientas y estrategias pedagógicas

Arranz Barcenilla

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The thesis addresses the urgency of a sustainable society, emphasizing the importance of education in promoting values and competencies in the environmental field. Social inclusion, especially for individuals with functional diversity, and the transformative role of schools are crucial. Information and Communication Technologies (ICT) play a crucial role in educational innovation. The doctoral thesis is integrated into the European SUSKIDS Education Project, aiming to provide guidance and pedagogical strategies to professionals for imparting sustainable knowledge to individuals with Down Syndrome. It analyzes the impact of a virtual platform on sustainability learning for this group, focusing on three main aspects: the use of digital tools in education, the presentation of an adapted digital platform, and its potential educational and support scope for the target audience.The research has been carried out in three phases. The first involved a literature review on three aspects: digital resources and virtual environments in education for individuals with Down Syndrome, integration of sustainability content, and evaluation of the educational process. The second phase collected information to develop instructional material and methodological guides, focusing on providing support to professionals and families, designing an adapted virtual platform, and assessing its usability and learning outcomes for individuals with Down Syndrome. The third phase involves verifying the utility of the SUSKIDS platform through the analysis of diverse data using descriptive statistics and Text mining techniques.The assessment of participant satisfaction with the materials and usability of the platform is crucial. The anticipated results of this research are expected to make significant contributions to understanding the adaptation of digital resources to the learning style of individuals with Down Syndrome, supporting their development as active citizens, and enhancing their future employability. The implementation of improvements based on the findings will conclude the cycle of this study focused on continuous improvement.

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

Cited by 3 publications

References 60 publications

Expanding the special education professional toolbox: A case study of a digitalised special education practice in Sweden

Expanding the special education professional toolbox: A case study of a digitalised special education practice in Sweden

Developing an adaptive virtual learning environment for sustainable learning in individuals with Down syndrome

Tecnologías para el aprendizaje sostenible en individuos con síndrome de down: exploración de herramientas y estrategias pedagógicas

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