Technology-Based Decision Making in Inclusive Education

Abstract

Technology-based decisions in education are made on a daily basis. For some students, inclusive education is impossible without assistive and adaptive technologies. A study was conducted using the method “focus groups with one moderator”. The discussions explore the decision-making process for technology-based learning and the advantages and disadvantages of technology-based learning. The method provides an opportunity for individual and group intellectual and praxeological reflection on the discussed issues. The reflexive processes in the respondents allow to deduce the levels of their digital competence. The qualitative research was conducted with 65 inclusive teachers from secondary school and high school. The teachers participating in the study were selected according to a basic criterion: to make technology-based decisions for the implementation of inclusive processes in school. The main aspects for future analysis are mobility, accessibility, functionalities of technologies, application of the model of technology-based learning in inclusive education and factors that influence the decision-making process for choosing different spaces of technology-based learning. By making technology-based decisions the respondents create conditions for self-reflection about the application of technologies for the implementation of the processes of inclusive education. Reflexive analysis for technology-based decisions leads to increased intellectual, personal and praxeological reflection in the respondents. As a consequence of the increased manifestations of reflection in the respondents, conditions are created for personalized teaching and personalized learning in students, and personalized learning in turn paves the path of inclusive processes.