There is much evidence to suggest that children's lives have been transformed through engagement with digital technologies. Children’s uses of digital technologies such as mobile devices and the internet are currently of huge concern to academics, teachers and parents.In Disabled Children and Digital Technologies, Sue Cranmer explores the ways in which digital technologies can support or act as barriers to disabled children's learning and inclusion in mainstream schools. She provides a critical overview of how digital technologies are being used in contemporary classrooms for learning generally and by disabled children specifically. Drawing on international perspectives, the book situates disabled children’s uses and experiences of digital technologies for learning within the context of the current realities of provision of digital technologies in schools. It illustrates analysis of previous research with a recent study carried out with disabled children with visual impairments between the ages of 13 – 17 and their teachers in mainstream secondary schools to explore their experiences of learning with digital technologies.The book takes the approach of disabled children’s childhood studies that emphasises the positive, equal worth of all childhoods. Chapters consider disabled children’s uses and experiences of digital technologies for learning in relation to crucial features of digital inclusion: access, engagement, attitudes and skills, importantly including safety and risk. Perspectives are complemented by interviews with teachers to understand how disabled children’s uses of digital technologies for learning could be more effectively supported in inclusive ways in

Disabled Children and Digital Technologies: Learning in the Context of Inclusive Education PDF

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