Technology as a Vehicle for Inclusion of Learners with Attention Deficits in Mainstream Schools

The potential of technology for supporting educational processes of
participation, collaboration and creation is widely accepted. Likewise have
digital tools proved to enhance learning processes for disabled learners
(e.g. supporting dyslexia students with digital tools such as text-to-speakprograms
or writing-support programs). A currently topical group,
politically and educationally, in the discourse of inclusion is learners with
extensive developmental and attention deficit disorders (e.g. Attention
Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder
(ADD), Autism Spectrum Disorder (ASD), Autism etc.). This paper
investigates the potential of technology for supporting the inclusion of
this group in the general school system, i.e. into mainstream classes, using
technology as a tool to join, participate and contribute – and as a vehicle
for general human growth in their learning community. The paper
presents the primer results and describes and discusses the challenges of
both teachers’ and learners’, involved in the inclusion process. Finally, on
the basis of findings, a typology of tools is suggested, which may support
inclusive teaching and learning for the target group in question.