Nowadays, there still many situations where students with specific needs, such as those with physical disabilities are having problems in accessing technology-supported resources, services and experiences in general. As a result, an increasing number of disabled students are selecting distance learning for their education (in Spain roughly 50% of students with disabilities select this option). This situation is also evident in Vocational Education and Training (VET) Institutions, which are expecting the participation of every student, without restrictions, to be involved in the development of personal competences, so as to educate them for the demanding labour market.
The economic and social implications that population with physical disabilities has to face in traditional educational systems have been documented in many policy reports. However, these implications or barriers are heterogeneous and complex for technology enhanced training, since for a variety of reasons, this technology oriented training has often failed to support disabled people. Within this context, accessibility and technology-enhanced training are two interrelated issues with a growing interest in our society because it represents challenges and opportunities for learners who face barriers in accessing technology-supported resources, services and experiences in general due to their disability.
For this reason, European action plans as well as national legislations promote and regulate actions to enable the conditions for everyone to take part in the information society by providing “services, procedures, and information in an accessible way for every person”.
Inclusive Learning project aims to promote an inclusive culture within VET Institutions by training the trainers of these institutions, so as to ensure adequate access to people with disabilities to existing VET training programmes.