Integrating technology into a fully inclusive education system: Evaluating a provincial teacher laptop initiative

The province of New Brunswick's transition to inclusion for all students with exceptionalities in the 1980s emerged from a philosophy that reflected societal progress toward social justice, tolerance and inclusivity. However, this philosophical shift was not accompanied by a reorganized approach to educational service delivery. Rather, this new philosophy superimposed an existing system with a series of technology initiatives and professional development activities designed to react to inevitable emerging challenges. This study evaluated the province's 2006 initiative to provide laptop computers to every teacher in the province, and examined ways in which the principles of universal instructional design and strength-based approaches might be considered as a framework within which to ground future technology initiatives in a full inclusion context.;The preliminary phase of the research involved a literature review to identify evidence-based practices and current thought related to educational technology, the principles of universal instructional design, and strength-based approaches grounded in positive youth development theory. The second phase of the research involved the collection of qualitative and quantitative data through focus groups and an online survey. Findings revealed a paucity of literature related specifically to the use of technology as an embedded feature of fully inclusive systems, and highlighted the need for a cultural shift within the academic community toward initiatives that are grounded in principles of universality. Participant responses to survey and focus group questions revealed that 66% identified technology as a key component of effective inclusion practices; 67% cited improved quality of teaching following the provision of laptop computers; 68% reported that teaching methods changed significantly; and 55% indicated that the initiative had contributed in a positive way to Special Education Plan development.;It is hoped that work completed as a result of this evaluation will provide the basis from which to design a province-wide applied research and knowledge exchange initiative designed to identify key strategies for increasing knowledge and using better practices in the use of educational technology within a framework of universal instructional design and strength-based approaches.