Abstract:

Theoretical and Empirical Framework:
Assessing inclusive digital teaching material is from utmost importance for every teacher in inclusive teaching settings. Confronted with many apps on the market, the teacher must decide which app suits the needs of the children with special needs. This presentation therefore looks on the assessments of inclusive digital teaching materials in Sweden, Italy, Luxembourg and Germany in an international- comparative research design with an emphasis of participation of teachers. The focus of the study is on primary education and especially math applications.

Research Questions:
The following questions are guiding the research process.
1. How are digital inclusive teaching materials assessed by teachers in Sweden, Italy, Luxembourg and Germany?
2. Which quality dimensions of digital teaching materials can be constructed through content analysis of teacher interviews and digital inclusive teaching materials?

Methodology:
Methods and modes of inquiry to be used in this paper are related primarily to the methodology of participatory action research (Chevalier/ Buckles 2013). Teachers participate in every step of the inquiry. From the beginning of the project they influenced many of the methodological and theoretical decisions which are used in the inquiry. Four Schools from Sweden, Italy, Luxembourg and Germany participated in the project. Interviews with teachers regarding their practises of assessments were conducted as well as content analysis on the transcripts of the interviews. Furthermore, content analysis on digital teaching materials was conducted. Based on the evaluation of the interviews and the teaching materials, quality criteria were developed.

Findings:
Based on the first Findings of the content analysis three mayor criteria in evaluating digital teaching materials are detected which are common in all countries.
(1) Adaptivity: Apps need to be flexible and easily adjustable to the student’s needs and specific local circumstances.
(2) Materiality and Design: This category concerns pragmatic considerations such as affordability as well as the design.
(4) Diagnostics and Remedial Education: There should be diagnostic tools to assess the children and offer them remedial education that meets their individual needs.

Discussion:
During the last years the process to implement inclusion has been driven forward in Europe. Therefore, new trainings for teachers and models for inclusive didactics has been developed as well as a general discussion about the meaning of an inclusive school has started and already led to some changes. In contrast, no consideration is found on the level of inclusive teaching materials that can be used in inclusive school settings, especially digital teaching materials.

References:
[1] Chevalier, J.M. and Buckles, D.J. (2013). Participatory Action Research: Theory and Methods for Engaged Inquiry. Routledge UK.

Keywords:

Teacher education, teaching materials, evaluation.