Page 111 - International Perspectives on Effective Teaching and Learning in Digital Education

Effective Teaching and Learning in Digital Education for Czech Students with Diverse Needs

Figure 2 Connection Between ICT and AT used in Inclusive Education Leading to Meeting
Diverse Needs
technology and the inclusion of didactic aids in teaching or re-education. A
well-thought-out combination of assistive, information, communication and
digital technologies can then reduce the risk of social exclusion, enable or
facilitate the education of pupils with special educational needs and support
people in their independence and dependence on the help of others (Pitner-
ová, 13, 16; Cizlerová, ).
The use of information and communication technologies in the education-
al process helps to reduce digital divides in favour of equality of educational
opportunities. It is one of the means of supporting the individual learning
needs of all pupils in inclusive education. For this reason, it is a powerful tool
to promote differentiation and individualisation of the educational process
in a heterogeneous classroom and to support the success of each student.
Currently, the education of pupils with special educational needs is provid-
ed through support measures such as (Education Act, 4, and Ministerial
Decree, 16, as amended, Catalogues of Support Measures):

− special methods and forms of work (special education subjects),
− teaching assistants, sign language interpreters, and a second teacher
in the classroom,
− special teaching material (audiobooks, AAC aids, aids for information
acquisition and retention and aids for the development of manual skills),
− compensation aids (classroom equipment and to facilitate self-care),
− counselling services providing support and assessment,
− cooperation with families of students,
− reduced number of students in the class.

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