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Technology as a Vehicle Towards Full Inclusion in the Classroom

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Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference (MIS4TEL 2023)

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 764))

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Abstract

Inclusion in education is one of the most important aspects of education and one that has gained considerable relevance in recent years. It is essential that teaching and learning processes are adapted to the individual characteristics of all students. This requires the use of all available resources and materials. This is where ICT comes into play. The presence of ICT in the field of education is unquestionable and educational inclusion has not been left out. The aim of this paper is to explain the relationship between ICT and the process of educational inclusion and how they favor and serve as a vehicle for this process to be efficient. The ICT resources and tools available are multiple and can be adapted to each and every need, i.e. they are flexible and versatile, making it possible to achieve the proposed objectives for all students. Here some concrete examples are given. The focus is on the early stages of education such as pre-school and primary education, as this is the first contact of students with learning and should therefore be when learning is adapted to their needs in order for them to continue to make good progress.

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Author information

Authors and Affiliations

  1. University of Granada, Granada, Spain

    María Natalia Campos-Soto, Carmen Rodríguez-Jiménez & Juan José Victoria-Maldonado

  2. University of Málaga, Málaga, Spain

    María Jesús Santos-Villalba

Authors
  1. María Natalia Campos-Soto
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  2. Carmen Rodríguez-Jiménez
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  3. María Jesús Santos-Villalba
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  4. Juan José Victoria-Maldonado
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Corresponding author

Correspondence to Carmen Rodríguez-Jiménez .

Editor information

Editors and Affiliations

  1. Linnaeus University, Växjö, Sweden

    Marcelo Milrad

  2. University of Greenwich, London, UK

    Nuno Otero

  3. Didactics,Organization & Research Method, University of Salamanca, Salamanca, Salamanca, Spain

    María Cruz Sánchez‑Gómez

  4. Facultad de Educación, Universidad de Salamanca, Salamanca, Spain

    Juan José Mena

  5. University of Minho, Braga, Portugal

    Dalila Durães

  6. Mercatorum University, Rome, Italy

    Filippo Sciarrone

  7. Fac Ingenieria y Ciencias Aplicadas, Universidad de los Andes, Santiago, Chile

    Claudio Alvarez-Gómez

  8. University of Minho, Braga, Portugal

    Manuel Rodrigues

  9. Dept Life, Health & Envtl Sci, University of L’Aquila, L'AQUILA, L'Aquila, Italy

    Pierpaolo Vittorini

  10. Faculty of Computer Science, Free University of Bozen-Bolzano, Bolzano, Italy

    Rosella Gennari

  11. Department of Information Engineering, Computer Science and Mathematics, University of L'Aquila, L'AQUILA, L'Aquila, Italy

    Tania Di Mascio

  12. Dipartimento di Ingegneria Informatica, Sapienza Universita' di Roma, Rome, Italy

    Marco Temperini

  13. Departamento Informatica Automatica, Universidad de Salamanca, Salamanca, Salamanca, Spain

    Fernando De la Prieta

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Campos-Soto, M.N., Rodríguez-Jiménez, C., Santos-Villalba, M.J., Victoria-Maldonado, J.J. (2023). Technology as a Vehicle Towards Full Inclusion in the Classroom. In: Milrad, M., et al. Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023. Lecture Notes in Networks and Systems, vol 764. Springer, Cham. https://doi.org/10.1007/978-3-031-41226-4_11

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