Abstract/Summary

This paper reports the findings of a small-scale investigation into the uses of Information and Communication Technologies (ICTs) from the perspective of student-teachers with disabilities at a university in the United Kingdom. Six semi-structured interviews revealed both the positive experiences as well as structural, cultural and personal barriers to use of ICTs for these students. The implications of the findings for policy and practice indicate the importance of multiagent collaborations in establishing effective inclusive practices at teacher-training institutions. They also show that successful implementation of ICTs relies not only on planning for resources that accommodate individual needs but mainly on organising appropriate spatial arrangements, teaching strategies and ICT uses which can also be effective for a wider student population.