1.4.6 Conclusions

The body of international policy and legislation on the rights of persons with disabilities is strongly in support of children with disabilities receiving their education in an inclusive, rather than segregated, school setting. National governments, therefore, have significant human rights and educational work to do in relation to the provision of education for children with disabilities. The major tendency in new policy approaches is towards inclusive education.34 Whatever the policy environment, accessible ICTs can significantly empower children with disabilities to participate in lessons, to communicate, and to learn more effectively.35

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35BECTA ICT Research (2003) What the research says about ICT supporting special educational needs (SEN) and inclusion. Available at http://research.becta.org.uk/upload-dir/downloads/page_documents/research/wtrs_motivation.pdf