ICT Use by Educators for Addressing Diversity

Information and Communication Technologies (ICTs) are increasingly necessary in the educational context. Digital resources could support socio-educational practices to intervene with vulnerable groups, such as people with disabilities, and improve their accessibility and inclusion. This study aims to analyse educators’ perceptions of ICT resources for socio-educational intervention with people with disabilities, as well as to determine their training needs and the possibilities and risks derived from their use. A qualitative methodology has been used to analyse the content of 12 semi-structured interviews with social educators. All of them work with students with disabilities in the extracurricular field. Based on the results, the educators habitually use popular digital devices, such as computers. They regularly search for content on the internet to obtain and disseminate ideas, perceiving an adequate domain. However, there is a need for training on specific digital resources to intervene with students with disabilities. The study highlights the need to investigate the causes that may limit some ICT uses by educators and foster the design of specific training programmes to harness the potential of ICT in socio-educational intervention.