Toward a didactics of inclusion gestures supported by digital technology? A secondary analysis of recent studies on diverse teaching competencies to foster inclusive education with and through digital technology

Abstract

Inclusive education and digital technology are having a major impact on educational practices, bringing into question the teaching skills needed to integrate digital technology in an inclusive perspective. Through a secondary study of recent work, we examine how digital inclusive education renews and/or reconfigures teaching skills. This contribution shows the need to foster a reflective and critical approach to digital inclusion, based on work on postures and representations, as well as technical, legal, collaborative, pedagogical and didactic skills. This approach aims to develop an ability to take diversity into account; versatile handling of differentiation and of variety and flexibility of supports, tasks, assessments, and strategies; to work in partnership with the people involved; digital literacy and citizenship. In this perspective, a didactic of inclusive professional gestures supported by digital technology would be worth developing.