A Possible Framework for the Design of Learning Programs in Assistive Technology for People with Intellectual Disabilities in Inclusive Educational Environments
Psychology and Behavioral Sciences
Volume 7, Issue 2, April 2018, Pages: 29-37
Received: May 15, 2018; Accepted: Jun. 26, 2018; Published: Jul. 23, 2018
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Ivan Traina, National University of Ireland Galway, School of Psychology, Galway, Ireland
Evert Jan Hoogerwerf, AIAS Bologna Onlus, Bologna, Italy
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In an inclusive society, people with Intellectual Disabilities (ID) are socially connected and fully participate in all realms of life, including education and employment. In a digital society being able to use technology for learning and working is a condition for participation and not remaining behind. For that reason, efforts should be made to assure that all citizens have access to technology and are helped, if needed, to develop their digital skills. The objective of this paper is to provide a framework for designing learning programs addressed to people with ID. The aims of these programs would be to support the development of digital skills and enable the use of Assistive Technologies (AT) or the combination of Information Communication Technology and AT (ICT-AT). The framework provided is based on the European funded project “Keeping Pace with Assistive Technology (KPT)” that was adapted for the specific target group of people with ID.
Learning Programs, People with Intellectual Disabilities, ICT-AT, Inclusion, Educational Environments
To cite this article
Ivan Traina, Evert Jan Hoogerwerf, A Possible Framework for the Design of Learning Programs in Assistive Technology for People with Intellectual Disabilities in Inclusive Educational Environments, Psychology and Behavioral Sciences. Vol. 7, No. 2, 2018, pp. 29-37. doi: 10.11648/j.pbs.20180702.11
Copyright © 2018 Authors retain the copyright of this article.
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