ICALT 2023, Utah, USA


Deadline: January 13th, 2023


Track description and topics of interest

A new normal by the effects of Covid 19 pandemic shows the importance of research and innovation within digital transformation Future education relies on the importance of inclusion for the social justice and equity, accessibility. It is crucial for establishing an inclusive educational ecosystem to make quality of education. Global solidarity and international cooperation can be achieved by the practice of inclusion. “Leave No one behind” for sustainable development. In this respect, merits of technology play a great role for fostering services in education for all. Technology-supported education offers a unique opportunity for equal access to learning applications and services for all learners of the knowledge society, including people with disabilities and/or special education needs. Educational artifacts, including software and tangibles, offer a predictable and safe learning environment which can increase motivation and collaboration and can improve learning especially in 3D environments. The recent developments in multi-touch devices create a new potential for educational applications which can benefit especially learners with disabilities. Tangibles offer a practical and concrete experience, fostering new ways for learning. Interactive software, augmented reality and robotic technologies support new constructive learning practices, while e-learning systems and learning (content) management systems offer open access to life-long learning content and services independent of time and location barriers. These services are increasingly accessible through mobile technologies and devices, offering new opportunities for learning experiences especially for people with disabilities. The trend to embed ICT in everyday life changes our approach to accessibility, since disability is related to the capability of the learning environment to adapt to the requirements of each individual learner, including people with disabilities. At the same time, people with disabilities still face barriers in accessing and using educational services due to technical, organizational, social, and economical reasons. Following the successful organization in ICALT 2015-2022, TeDISABLE aims to form a forum for presentation and discussion of new trends and future directions and strategies for overcoming the barriers and exploiting the full potential of technology-supported education for people with disabilities.

  • ICT and inclusive education
  • Best practices to implement UDL using tech
  • Women role on tech inclusive practices adoption
  • Caregivers and associated technological challenges
  • Assistive technology applications and learning
  • Accessibility and usability of educational content and applications
  • Internet of things for people with disabilities
  • OER Ecosystem for people with disabilities
  • Mobile and cloud computing applications for people with disabilities
  • Virtual and augmented learning environments for people with disabilities
  • Robotics applications for people with disabilities
  • Pedagogical issues and Teachers training in technology-supported education for people with disabilities
  • Case studies of ICT use in the everyday educational practice for people with disabilities
  • Artificial intelligence and educational activities for people with disability
  • Managerial roles in education for digital transformation
  • Metaverse in education for people with disabilities
Program Committee Member

  • Zehra ALTINAY, Near East University, Cyprus
  • Mehmet BEYAZSACLI, universty of kyrenia, Cyprus
  • Yosra BOUZID, Research Laboratory of Technologies of Information and Communication & Electrical Ingineering LaTICE, Tunisia
  • Gokmen DAGLI, University of Kyrenia, Cyprus
  • Oussama ELGHOUL, LaTICE – University of Tunis, Tunisia
  • Juan GARZÓN, Universidad Católica de Oriente, Colombia
  • Yuksel GOKTAS, Atatürk University, Turkey
  • Aboul HASSANIEN, Cairo University, Egypt
  • Ozhan KALAC, Manisa Celal Bayar Üniversitesi, Turkey
  • Sezer KANBUL, Yakın Doğu Üniversitesi, Cyprus
  • Mohamed KHENISSI, Research Laboratory of Technologies of Information and Communication & Electrical Engineering, Tunisia
  • Deepika KOHLI, Khalsa College of Education, India
  • Achraf OTHMAN, Mada Center, Qatar
  • Mukaddes SAKALLI, Near East University, Cyprus