Substituting ICT as a Lever for Inclusion of Children with Reading and Writing Difficulties

Karin Tweddell Levinsen (Aarhus University, Denmark)
Copyright: © 2010 |Pages: 89
EISBN13: 9781609607166|DOI: 10.4018/jcit.2010070105
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This paper presents research findings from a 3-year development and research project named Project IT-folder (PIF) that aimed at the inclusion of young children with potential reading and writing difficulties into normal classes in a suburb of the Danish capital. The project ran from 2007 to June 2010 as collaboration between the Danish University School of Education, the local municipality government, the Pedagogic Development Centre and two primary schools in the municipality. The aim of the project was to produce research-based knowledge that grounds and consolidates a future-oriented and sustainable implementation strategy and practice for all schools in the municipality regarding ICT as a change agent. The project’s methodology was designed as research-based interventions into everyday practice, while data was collected through qualitative and anthropological methods, collection of student work and school assessment measures. PIF has succeeded in producing a series of interventions ranging from everyday practices over competence building for teachers to organisational changes in the single school and at the municipality level. These interventions are at present being implemented in the municipality.
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