ICT to Support Inclusive Education - Universal Learning Design (ULD)

Education is a basic right and essential for both self-development and access to employment.  However, many disabled people experience barriers to accessing education and consequently have fewer opportunities than non-disabled people.  Approaches to overcoming these barriers include the use of technology, changes in attitudes and legislation.  The focus of this session will be ICT-based learning technologies to support inclusive education and the associated pedagogical issues which can act as barriers or enablers.Topics of interest include, but are not limited to: 

  • Case studies of new technologies and good practice.
  • Critical evaluations of existing technologies
  • Approaches to designing new technologies
  • Accessibility, usability and support issues
  • Design for all approaches.
  • Classification and evaluation
  • Pedagogical issues
  • International comparisons.
  • Accessible multi-media
  • Mobile learning technologies
  • Educational games
  • Methods and tools to support inclusive education
  • Design of accessible electronic materials and eBooks
  • Voice interaction and personal assistants
  • Robots interaction to support and favorite inclusive education


This STS is organised in cooperation with the EU-cofunded project RADAR:Vocational Guidance and Employability for Blind and Partially Sighted People, Code 2019-1-IT01-KA202-007396 - CUP G15G19000150006




Contributions to a STS have to be submitted using the standard submission procedures of ICCHP-AAATE.
When submitting your contribution please make sure to select the right STS from the drop-down list "Special Thematic Session". Contributions to a STS are evaluated by the Programme Committee of ICCHP-AAATE and by the chair(s) of the STS. Please get in contact with the STS chair(s) for discussing your contribution and potential involvement in the session. Submission Deadlines for Contributions to STSs: February, 6, 2022 for publishing in Springer Lecture Notes in Computer Science, March 3, 2022 for publishing in the Open Access Compendium.