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Inclusion of Mobility-Impaired Children in the One-to-One Computing Era: A Case Study

Authors

  • Andrea Mangiatordi

    Corresponding author
    1. University of Milano Bicocca
      Andrea Mangiatordi, University of Milano Bicocca, Piazza dell’Ateneo Nuovo, 1-20126, Milano, Italy; e-mail: andrea.mangiatordi@unimib.it.
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Andrea Mangiatordi, University of Milano Bicocca, Piazza dell’Ateneo Nuovo, 1-20126, Milano, Italy; e-mail: andrea.mangiatordi@unimib.it.

Abstract

In recent times many developing countries have adopted a one-to-one model for distributing computers in classrooms. Among the various effects that such an approach could imply, it surely increases the availability of computer-related Assistive Technology at school and provides higher resources for empowering disabled children in their learning and communicating abilities. New environments are created in which technology is no more a specific solution, but a matter of fact. This article describes three case studies involving children from Uruguayan special schools undergoing integration projects in mainstream schools. The children could count on a computer technology which did not mark them as “those who need some different tools,” but as special users of the same tools as the rest of the students.

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