The case in summary Lack of universal design of digital solutions in schools threatens the right to equal education, a new report shows. This is a systematic failure that prevents children with disabilities from participating on equal terms with others, believes the Authority for Universal Design of ICT. The schools lack the system and competence to use technology in an inclusive way, the inspection report shows. The government is working on a support service that will be a tool that the municipalities can use when they buy teaching materials in the future. The summary is made by an AI service from OpenAI. The content is quality assured by news’s journalists before publication. – It’s a bit tiring when I see that everyone else gets something done, while I have to spend a long time, or I don’t get it done. You don’t get the motivation to keep doing your best then, says Emelin Skaane (13). Both she and her friend Victoria Finstad (12) have dyslexia. This means that they often take longer than their classmates when reading and writing are on the timetable. Victoria Finstad (12) says that she is often among those who spend the longest time on the tasks they are given at school. Photo: Benjamin Vorland Andersrød / news On Tuesday, the Authority for Universal Design of ICT presented a disappointing report on digital solutions in schools. All the teaching aids that have been examined violated the requirements for universal design. The report states that the lack of universal design of digital solutions threatens the right to equal education. – We have a systematic failure in Norwegian schools which means that children with disabilities are not actually allowed to participate on equal terms with others, says director Malin Rygg. Universal design is required by law. It should ensure that everyone can use a tool or a service in a good way, regardless of what prerequisites one has. The teachers are not able to use the solutions that have been purchased in a good enough way, says Malin Rygg in Tilsynet for universal design of ICT. Photo: ISMAIL BURAK AKKAN / news This is what the supervisory report shows Lack of universal design of digital solutions threatens the right to equal education. It is challenging for municipalities to ensure universal design of ICT when purchasing digital solutions. The schools lack the system and competence to use technology in an inclusive way. The pupils’ protection against discrimination is weakened by an ineffective process for handling complaints. We lack the knowledge to ensure that the technology’s full potential is used in teaching. Source: The report The digital school – can everyone participate on equal terms? Want better education – It’s never fun to see your children struggle with something that comes easily to others, says Audun Andersen. He is the father of Emelin Skaane, and like his daughter, also has reading and writing difficulties. Andersen’s impression is that the arrangements for dyslexics are very variable. – It’s a bit of a bingo which school you go to, what follow-up you get, and what competence the teachers have to deal with those with dyslexia. Emelin Skaane (13) has a program that will help her with spelling on the PC. She often finds that the program does not work as it should. Photo: Benjamin Vorland Andersrød / news Andersen believes that students with dyslexia and teachers should receive better training in the tools the school offers. – Especially considering that some of these tools are something the state pays for dyslexics to have access to. – Going beyond the future The Children’s Ombudsman describes the report presented on Tuesday as serious. Head of department Ivar Stokkereit asks the authorities to step in. – It is upsetting to know that there are many students in Norwegian schools who are not allowed to use the same teaching aids that all the other students use. Head of department at the Children’s Ombudsman Ivar Stokkereit. Photo: Children’s Ombudsman The findings after the inspection confirm the impression the Association for the Blind previously had, says section leader Sverre Fuglerud. – It is important that something is done now. – This report substantiates a situation that is very serious. For blind and partially sighted students, there is no time to wait. They are now students. This goes beyond the future, says Fuglerud. Section leader in the Norwegian Association of the Blind, Sverre Fuglerud. Photo: ISMAIL BURAK AKKAN / news Asking the government to follow up The failure that has been uncovered is serious, says Jan Tore Sanner. He is a spokesperson for school policy in the Conservative Party. Sanner expects Minister of Education Kari Nessa Nordtun (Ap) to follow up on the inspection report. – It is good that we have now received an inspection report which gives both developers of teaching aids, school owners and the schools clear indications of where things are failing. Large parts of current primary school education are provided digitally. Photo: Benjamin Vorland Andersrød / news Will give better support to the municipalities The government is already aware of several of the issues mentioned in the report, according to Sindre Lysø (Ap). He is state secretary in the Ministry of Education. – Where is it failing? – New technology means that you have to have new skills. Teachers must have knowledge and expertise on how to use the tools. They must be able to train the students to use it, says Lysø. State Secretary in the Ministry of Education Sindre Lysø (Ap). Photo: Jens Driveklepp According to him, there are also many municipalities that find it demanding to purchase teaching aids that are universally designed. – That is why we are now working on a support service that will be a tool that the municipalities can use when they buy teaching aids that ensure that they are universally designed.
ttn-69
– Systematic failure – news Østfold – Local news, TV and radio
