TABLETS AS LEARNING SUPPORT IN SPECIAL SCHOOLS

Abstract

Within special education research, ICT has occupied a relatively small space, especially when it comes to implementation and pupils’ learning effects. Few studies emphasize how ICT can promote a learning environment for pupils with cognitive disadvantages. The studies conducted in Sweden are about children and young people with physical rather than cognitive disabilities. Against this background and with the view to find new ways of learning for special school pupils the present research started. The overall aim was to increase pupil participation and promote learning in special schools by means of tablets. The research project involved researchers, teachers and student assistants in research circles, a method that can in many respects be compared with action research. Three special schools, two middle schools and one high school participated in the research project in which teachers and pupils were given Tablets. The data were using four different methods: Interview, Observation, Questionnaire and Essays. The data were tested against Professor Englund’s theory of Educational Philosophies. The theory has been a valuable tool for measuring and discussing how the discourse of change has occurred. The results show improved skills and a clear declaration of intent of staff to work in a reconstructive direction. Key words: tablets, special schools, education, learning.