Universal Journal of Educational Research Vol. 6(4), pp. 598 - 612
DOI: 10.13189/ujer.2018.060403
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To What Extent Does Information and Communication Technology Support Inclusion in Education of Students with Learning Difficulties?

Terje Mølster ^*, Kari Nes
Inland Norway University of Applied Sciences, Norway

ABSTRACT

The main intention of this study is to explore the relationship between information and communication technology (ICT) and inclusion. The target group is students who are conceived as having learning difficulties or special educational needs. To illuminate this issue, we draw on data collected in a recent national research project about the quality of special education in regular schools in Norway, the "SPEED project". One of the results is that ICT use among students with learning difficulty is more frequent than among average students, but not as widespread as you would expect, considering the alleged affordances of ICT for these students.

KEYWORDS
ICT, Learning Difficulties, Special Educational Needs, Inclusive Education, the SPEED Project

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Terje Mølster , Kari Nes , "To What Extent Does Information and Communication Technology Support Inclusion in Education of Students with Learning Difficulties?," Universal Journal of Educational Research, Vol. 6, No. 4, pp. 598 - 612, 2018. DOI: 10.13189/ujer.2018.060403.

(b). APA Format:
Terje Mølster , Kari Nes (2018). To What Extent Does Information and Communication Technology Support Inclusion in Education of Students with Learning Difficulties?. Universal Journal of Educational Research, 6(4), 598 - 612. DOI: 10.13189/ujer.2018.060403.