# A review of technologies to collaborate and co-educate students with special educational needs and support their schooling

Eric Meyer, Isabeau Saint-Supery, Hélène Sauzéon, Cécile Mazon

► To cite this version:

Eric Meyer, Isabeau Saint-Supery, Hélène Sauzéon, Cécile Mazon. A review of technologies to collaborate and co-educate students with special educational needs and support their schooling. Colloque international Education et Inégalités, MITI CNRS, May 2023, Paris, France. hal-04154325

HAL Id: hal-04154325

https://inria.hal.science/hal-04154325

Submitted on 6 Jul 2023

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Distributed under a Creative Commons Attribution 4.0 International License
Inria

Une revue sur les technologies pour collaborer et
coéduquer les élèves à besoins éducatifs
particuliers et soutenir leur scolarisation

A review of technologies to collaborate and co-educate students with special educational needs and support their schooling

Meyer¹, Saint-Supery², Sauzeon¹,², Mazon¹,²

1. Centre de recherche Inria de l'université de Bordeaux, équipe-projet FLOWERS

2. INSERM BPH, équipe ACTIVE

MEYER Eric, Ph.D

Postdoctoral fellow - INRIA - FLOWERS Team-project

Colloque Education et inégalités – 15 au 17 mai - Paris
# Introduction

## International public policy on inclusive education

* Salamanca Framework for Action on Special Needs Education in 1994

> UK: good practice in 2001, USA: IDEA in 2004, France: governmental reforms in 2005 & 2013

* Most common form: Inclusive Education (Nilholm & Göransson, 2017)

> Inclusion in mainstream classroom

* Individualized Educational Plan

## First key: collaborative team approach

> multidisciplinary team composed of teachers, administrators, parents and service providers (Lyons et al., 2016)

## Second key: assistive technologies

> Educational technologies (McNicholl et al., 2021; Pontikas et al., 2022)

> digital education system (Cinquin et al., 2019)
# Introduction

## Parents-teachers collaboration

* Well-being of children (Martinez et al., 2012)

* Better academic performance and social adjustment (Jolilowski & Morris, 2019)

* Several barriers: lack of continuities, ≠ in the use of strategies and expectations, ≠ in perception (Roberts & Simpson, 2016)

## Whole collaboration: family-school-community collaboration

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# Problematic

**Our aim is to provide an overview of technologies that focus on collaborative process into the child's educational community including family, school, and care parties**

**RQ1. Domain characterization:** Is there existing literature that deals with digital technologies for supporting stakeholders' collaboration to foster the school inclusion of children with special education need and disabilities? Who are the targeted children? Which journals and conferences have published them? How has the field evolved? What are the studies purposes?

**RQ2. Design of technologies:** How are these technologies designed? What are the technologies purposes? What functionalities do they offer to support collaboration? What are the obstacles to their development?

**RQ3. Main outcomes:** What research methods were used? What are the findings in terms of evaluation?
# Method

## Search strategy

* Databases: Scopus, Web of Sciences, EBSCOhost, Pubmed and IEEE Xplore

* Research question: Collaboration AND Stakeholder AND Inclusion AND (Autism OR special need) AND Pupil AND Technology NOT College
> & associated terms

* Inclusion criteria:

> Uses of a technology for collaboration

> Goal = inclusion

> Student with SEN & in K12

> Collaboration between at least two stakeholders

## Study selection

* Records identified : 1673
> Duplicate = 313

* Records screening : 1360
> Selection on title - abstract

* Reports assessed for eligibility : 129

* Studies included : 10
# Result

## RQ1: Domain characterization

* 7 technologies & 1 digital strategy

* Since 2016

* 7 different countries

### Scientific fields

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### Aim of technology

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### Student's needs or disabilities

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# Result

## RQ2: Design of technologies

### Design approaches

<figure><img src="image_9.png" /></figure>

### Technology support

<figure><img src="image_10.png" /></figure>

### Main objective

<figure><img src="image_11.png" /></figure>

### Technology function

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### Shared information or features
# Result

## RQ3: Main outcomes

### type of result

<figure><img src="image_13.png" /></figure>

* facilitating communication among stakeholders,

* all information in one place,

* minimizing effort and time required,

* possibility to assess the child,

* plan a project & coordinate interventions,

* integrate other technologies,

* ensure data security

### method for need analysis

<figure><img src="image_14.png" /></figure>

### method for empirical study

<figure><img src="image_15.png" /></figure>

* good usability,

* interface by categories & tables,

* positive attitude to use technologies,

* interesting to share ≠ types of information

* can facilitate collaboration
Discussion

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# Discussion

* Collaboration, coordination or communication ?

* Challenges of collaborative and coeducational technologies

* Methodological limitations of the studies

* And next?
Merci !

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