Abstract:

This article reports evidences from our research appeared in INTED2017 Proceedings in which we presented an ongoing analysis about inclusive learning effectiveness of eye tracking systems for pupils with special needs.

The UNESCO policy guidelines on inclusion in education aim the reduction of barriers to inclusion through collaboration between stakeholders and education personnel. The biopsychological model of disability of ICF synthetizes medical and social model taking care of the person beyond its diagnosis. From this point of view disability is an outcome of interactions between external environmental factors and internal personal factors. Interactions of both environmental/personal factors and medical/social model generate high complexity framework to analyze.

To take into account this level of complexity it is necessary to approach the research by an interdisciplinary point of view. The research team is composed by a neuropsychiatrist, an educationalist, a speech therapist, a special educator and a specialist in eye gaze system technology and software for special needs people.

Eye tracking technologies are a kind of aid by which pupils with severe limitations to communication may interact with both their social and learning environments. Implementation of this kind of technology is quite rare in Italian schools.

Data was collected with diaries, talks, short messages, and notes and it was analyzed with the network of relations tool .

Results refer to the complexity of the framework that is emphasized by peculiarity of special needs pupils and their environment. Very strong importance is related to the strength and confidence of the relationships network towards the instrument, the person who uses it, and the usage purposes. That’s why is required a systemic point of view. There is an high risk to attribute the eye gaze system magical abilities.

This research is not financed by any firm or company.

Keywords:

Eye gaze technologies, qualitative research, case study, ICF.