This chapter discusses the philosophy of how assistive technology for people with disabilities and other forms of learning difficulties can be more inclusive. It looks at an educational model for analysing technologies and argues the development of mobile learning has seen evolution of inclusive technology. It is the aim of this chapter to inform teachers and families of children with learning difficulties of approaches to integrating inclusive technologies in their children’s education, to help adults who have disabilities and other learning difficulties choose the best forms of technology for particular situations and also to contribute to a debate amongst educators and technologists as to the most effective future development of inclusive, assistive technologies.
|Title of host publication||Learning in a Digitalized Age|
|Subtitle of host publication||Plugged in, Turned on, Totally Engaged?|
|Place of Publication||Melton, UK|
|Publisher||John Catt Educational Ltd.|
|Number of pages||17|
|Publication status||Published - 1 Jul 2014|
- Inclusive technology
- Assistive Technology
Hayhoe, S. (2014). The need for inclusive accessible technologies for students with disabilities and learning difficulties. In L. Burke (Ed.), Learning in a Digitalized Age: Plugged in, Turned on, Totally Engaged? (pp. 257-274). John Catt Educational Ltd..