Mavrou Katerina, Loizou-Raouna Maria
European University Cyprus.
Ministry of Education and Culture, Cyprus.
Stud Health Technol Inform. 2017;242:828-835.
This qualitative research has been a pilot implementation of the ENTELS self-assessment framework for schools on digital skills development and Information and Communication Technologies (ICT) in inclusive education, in Cyprus. Results suggest that participant schools overall identified themselves as "getting started" to "some progress" in all areas with the highest evaluation in the one corresponding to "school commitment in the integration of ICT skills of all students, including those with disabilities". The planned and implemented actions which followed have taken into consideration the rating of each school and the theoretical background, aimed at reinforcing the participation of the diverse students and students with disabilities and other educational needs. Final analysis of the actions' effectiveness is planned whereas future tool implementation could concentrate on how to overcome barriers and concerns related to ICT integration for promoting inclusive education.
这项定性研究是在塞浦路斯对ENTELS学校数字技能发展和全纳教育中的信息通信技术（ICT）自我评估框架的一次试点实施。结果表明，参与的学校总体上认为自己在所有领域处于“起步阶段”到“取得一些进展”，其中在“学校在整合包括残疾学生在内的所有学生的ICT技能方面的承诺”这一领域评价最高。随后计划并实施的行动考虑到了每所学校的评级和理论背景，旨在加强不同学生以及残疾学生和其他有教育需求学生的参与。计划对这些行动的有效性进行最终分析，而未来工具的实施可以集中在如何克服与ICT整合相关的障碍和担忧，以促进全纳教育。
