Solitude or co-existence – or learning-together-apart with digital dialogic technologies for kids with developmental and attention difficulties

Abstract

An overall political vision of a prosperous society is one in which everyone has the same access and possibilities of participating in democratic processes, and in which everyone has equal access to the resources, life and learning – a society grasping the potential of diversity. This study reports on research into the impact of digital technological interventions for including kids with attention and developmental dificulties into school class contexts. The paper describes, how the authors have approached the challenge of researching inclusion of kids with attention and developmental deficits for communication, collaboration and knowledge sharing. Some of the questions addressed in the study are: How – and in what sense - may technology and technological interventions be utilised to enhance this approach with our focus learners? In which situations does it occur in the case study? The data analysis assesses the potential of interventions with digital technology for acting as stimulating enzymes for life and learning. On the basis of a thorough discussion of the analysis and findings, the authors assess the degree to which interventions with digital technologies may promote inclusion through stimulating the participation in life and learning of kids with attention and developmental deficits.