Abstract
The subject of this chapter is disabled pupils` use of assistive information and communication technologies (ICT) in Norwegian primary and secondary schools. The chapter investigates how use, or non-use, of assistive ICT at school influences disabled pupils’ opportunities for active participation in an inclusive educational system within the regular school system. This investigation draws on a qualitative pilot study carried out in Norwegian primary and secondary schools in autumn 2010.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
