Teachers’ perceptions of the role of technologies for inclusion. Results from a special needs teacher training course
DOI:
https://doi.org/10.6092/issn.1970-2221/11585Keywords:
teacher training, special needs, technologies, inclusion, udlAbstract
The study focuses on the Information and Communication Technology course run within the “Special Needs Teacher Training Specialization Course” developed by the University of Macerata (Italy) in the academic year 2018-2019. Specifically, the case, framed in a qualitative approach, aims at analysing how special needs trainee teachers (henceforth referred to as trainee teachers) approach the
use of technology with inclusive perspectives and what factors can
influence their decision making process in using technology. The case highlights what connections can be drawn between the design and development of the Information and Communication Technology course
and the trainee teachers' perceptions in direction of the UDL principles.
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