Changing the state of mind of postgraduate students about technology, disability and inclusive education: theory or practice?

Abstract

Purpose

This paper aims to briefly describe the experiences from the design, development and implementation of a(n) (assistive) technology course in a postgraduate programme for a Master's in special/inclusive education.

Design/methodology/approach

Data presented in the paper are collected documents' study, and specifically from students' assignments and final exams, with the consent of the students involved. Considerations and thoughts of the paper are based on students' work, feedback and expectations as well as the expectations of the university with respect to the programme's aims.

Findings

Findings of this review suggest that, even though the programme described does not yet have a long history in inclusive technology, it offers the potential for considerable benefits for the change in the state of mind of postgraduate students in relation to technology and disability. Theoretical background is vital in order to re‐form students' thinking, but at the same time, it seems that there is a need to provide students with opportunities to apply their knowledge in real settings, with responsibilities for technology applications for all learners.

Originality/value

The paper offers an important insight into the considerations and progress in designing a new course related to technology and disability with an emphasis on inclusive education and not technology per se.

Citation

Mavrou, K. (2011), "Changing the state of mind of postgraduate students about technology, disability and inclusive education: theory or practice?", Journal of Assistive Technologies, Vol. 5 No. 3, pp. 131-139. https://doi.org/10.1108/17549451111173488