Hoogerwerf Evert-Jan, Solander-Gross Andrea, Mavrou Katerina, Traina Ivan, Hersh Marion
AIAS Bologna onlus, Italy.
European Association of Institutes for Vocational Training (EVBB), Germany.
Stud Health Technol Inform. 2017;242:820-827.
In order to support schools to assess their performance in supporting children with disabilities in their ICT and ICT-AT needs, a self-assessment framework was developed by a task force of partners and associate partners of the ENTELIS project. The self-assessment tool aims to help educational establishments that welcome learners with disabilities to assess their current outcomes and to plan improvements in supporting these students in increasing digital literacy and developing digital skills. This includes the use of mainstream Information and Communication Technology (ICT) and specially designed digital Assistive Technologies (ICT-AT). This can only successfully happen if schools fully embrace an inclusive approach to education. In this paper the authors describe the development of the framework and the further steps for its use.
为了支持学校评估其在满足残疾儿童信息通信技术（ICT）及信息通信技术辅助技术（ICT-AT）需求方面的表现，ENTELIS项目的合作伙伴及准合作伙伴特别工作组制定了一个自我评估框架。该自我评估工具旨在帮助接纳残疾学生的教育机构评估其当前成果，并规划改进措施，以支持这些学生提高数字素养和培养数字技能。这包括使用主流信息通信技术（ICT）和专门设计的数字辅助技术（ICT-AT）。只有学校全面采用包容性教育方法，这一点才能成功实现。在本文中，作者描述了该框架的制定过程及其后续使用步骤。
