Introduction
A discourse about information and communication technologies (ICT)-based education should start with the understanding that, as defined by Gallego (Gallego and Rodríguez 2007, p. 108), “the inclusion movement seeks to construct a new school in which the individual differences are viewed as values and not as problems, and where every member shapes an authentic educational community with a strong sense of belonging.” It should be recalled that for permanent learning to be achieved, it should be initiated by the reflection and the critical thinking of the agents involved, and should concern the relationship between theory and practice, thereby promoting creative learning.
Inclusive education, in general, seeks the active addition of every student in academic as well as social or professional life, and this is the reason why, since the celebration of the Declaration of Salamanca (1994), everyone is urged to search and eliminate every type of inequality.
As pointed out by...
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Marín-Díaz, V. (2020). ICT-Based Inclusive Education. In: Tatnall, A. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-030-10576-1_79
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