Inclusive and technology-assisted approaches to the education of students with motor disabilities.
Published:
Mar 16, 2025
Keywords:
Motor Disabilities Inclusive Education Inclusive Practices Assistive Technology Differentiation
Abstract
Motor disability, as a condition that affects a person's ability to perform movements and move independently, requires specialized educational practices and adaptations to provide equal access to education. In this context, this theoretical study aims to explore ways in which the educational experience for students with motor disabilities can be improved by providing essential support and highlighting inclusive and technology-assisted learning practices. By adopting inclusive practices, it can be ensured that all students, regardless of their physical abilities, have the opportunity to develop their skills and successfully integrate into the learning community. Differentiated teaching, individualized educational interventions, and the use of technology and assistive devices are some of the key strategies considered. The study concludes that by adopting effective and innovative educational practices, a pedagogical framework that promotes equality, acceptance, and personal development for all students, with or without motor disabilities, can be developed.
Article Details
- How to Cite
-
Mastrothanasis, K., Alexopoulos, P., Koulianou, M., & Paschou, K. (2025). Inclusive and technology-assisted approaches to the education of students with motor disabilities. Open Education: The Journal for Open and Distance Education and Educational Technology, 21(1), 183–205. https://doi.org/10.12681/jode.39078
- Section
- Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Downloads
Download data is not yet available.
References
Aguirre, A., Carballo, R., & López-Gavira, R. (2020). Improving the academic experience of students with disabilities in higher education: faculty members of social sciences and law speak out. Innovation the European Journal of Social Science Research, 34(3), 305-320. https://doi.org/10.1080/13511610.2020.1828047
Akoto, Y., Nketsia, W., Opoku, M., Fordjour, M., & Opoku, E. (2022). Applying a socio-ecological model to understand the psychosocial support services available to students with disabilities in universities. Education Policy Analysis Archives, 30. https://doi.org/10.14507/epaa.30.7237
Akyuz, M., Dursun, N., Gokbel, T., Çekmece, Ç., & Dursun, E. (2022). Improved sitting balance in children with cerebral palsy: body functions to activity and participation. Journal of Pediatric Neurology, 20(6), 386-391. https://doi.org/10.1055/s-0042-1749588
Alsagarat, T. (2024). Examining school services for students with learning disabilities: perspectives of primary stage teachers in aqaba governorate, jordan. International Journal of Education and Practice, 12(2), 177-188. https://doi.org/10.18488/61.v12i2.3634
Aravamuthan, B., Shetty, S., Fahey, M., Gilbert, L., Tilton, A., & Kruer, M. (2021). Variability in cerebral palsy diagnosis. Pediatrics, 147(2). https://doi.org/10.1542/peds.2020-010066
Bhatt, B. (2022). The learning practices of the students with physical disabilities. Scholars Journal, 171-183. https://doi.org/10.3126/scholars.v5i1.55809
Blavt, О. (2022). Individualization of the educational process of inclusive physical education of students with disabilities. Journal of Learning Theory and Methodology, 3(2), 65-70. https://doi.org/10.17309/jltm.2022.2.03
Bong, W. and Chen, W. (2021). Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review. International Journal of Inclusive Education, 28(2), 197-213. https://doi.org/10.1080/13603116.2021.1937344
Candiri, B., Ozaltin, G., Karaoba, D., & Talu, B. (2022). The effect of motor and functional independence of disabled children on musculoskeletal disorders in pediatric caregivers: a cross-sectional study. Journal of Surgery and Medicine, 6(6), 615-618. https://doi.org/10.28982/josam.1000789
Carballo, R. (2024). Learning from faculty members who carry out inclusive pedagogy in spanish universities: the importance of accessible methodologies and resources. Journal of University Teaching and Learning Practice, 21(1). https://doi.org/10.53761/ab2y2h09
Chan, C., Yusof, Y., Ramli, F., Hillaluddin, A., & Saad, Z. (2022). Physical accessibility in malaysian higher educational institutions: voices of students with disabilities. International Social Work, 66(6), 1669-1685. https://doi.org/10.1177/00208728221094417
Cheng, S. and Toran, H. (2022). Knowledge, practice and challenges of special education teachers in managing the behaviour of students with learning disabilities. International Journal of Academic Research in Progressive Education and Development, 11(3). https://doi.org/10.6007/ijarped/v11-i3/14232
Δροσινού Κορέα, Μ. (2020). Εγχειρίδιο ειδικής αγωγής και αφηγήματα εκπαίδευσης. Opportuna.
Δροσινού Κορέα, Μ. (2024). Ειδική αγωγή και εκπαίδευση – Η «δια» της ειδικής αγωγής πρόταση εκπαίδευσης των παιδιών και νέων με ιδιαιτερότητες. Opportuna.
DeVault, A. (2021). Iowa world language teachers’ attitudes regarding inclusion. Foreign Language Annals, 54(3), 671-689. https://doi.org/10.1111/flan.12565
Drossinou Korea, M., & Alexopoulos, P. (2023). Observation methodology, informal pedagogical assessment, and school integration in a student with autism spectrum disorder. International Journal of Social Science and Human Research, 06(02), 775–784. https://doi.org/10.47191/ijsshr/v6-i2-02
Fernández-Cerero, J. (2024). Technological tools in higher education: a qualitative analysis from the perspective of students with disabilities. Education Sciences, 14(3), 310. https://doi.org/10.3390/educsci14030310
Gin, L., Guerrero, F., Cooper, K., & Brownell, S. (2020). Is active learning accessible? exploring the process of providing accommodations to students with disabilities. Life Sciences Education, 19(4), es12. https://doi.org/10.1187/cbe.20-03-0049
Gomes, A., Martinello, M., & Marques, C. (2021). Investigação da qualidade de vida dos cuidadores de crianças com paralisia cerebral. Fisioterapia Brasil, 22(5), 625-636. https://doi.org/10.33233/fb.v22i5.4075
Han, Y., Ali, S., & Ji, L. (2022). Use of observational learning to promote motor skill learning in physical education: a systematic review. International Journal of Environmental Research and Public Health, 19(16), 10109. https://doi.org/10.3390/ijerph191610109
Hartwig, R. and McMullen, B. (2021). Teaching self-protection to students with disabilities. Teaching Exceptional Children, 54(1), 16-24. https://doi.org/10.1177/00400599211038369
Hlengwa, R. and Masuku, A. (2022). Experiences of students living with physical disabilities at a university of technology in kwazulu-natal. Journal of Student Affairs in Africa. https://doi.org/10.24085/jsaa.v10i1.2525
Jacques, J. and Abel, N. (2020). Using the stepped care model to empower university students with learning disabilities. Journal of College Counseling, 23(1), 85-96. https://doi.org/10.1002/jocc.12151
Jadavji, Z., Zewdie, E., Kelly, D., Kinney‐Lang, E., Robu, I., & Kirton, A. (2022). Establishing a clinical brain-computer interface program for children with severe neurological disabilities. Cureus. https://doi.org/10.7759/cureus.26215
Jameson, J., Stegenga, S., Ryan, J., & Green, A. (2020). Free appropriate public education in the time of covid-19. Rural Special Education Quarterly, 39(4), 181-192. https://doi.org/10.1177/8756870520959659
Jardinez, M. (2024). The advantages and challenges of inclusive education: striving for equity in the classroom. Shanlax International Journal of Education, 12(2), 57-65. https://doi.org/10.34293/education.v12i2.7182
Jazuly, A., Yaum, L., Udhiyanasari, K., & Kismawiyati, R. (2022). Innovation of adaptif technology based on internet of things for inclusive student. Logic Jurnal Rancang Bangun Dan Teknologi, 22(2), 134-138. https://doi.org/10.31940/logic.v22i2.134-138
Κλαδάκη, Μ., & Μαστροθανάσης, Κ. (2023). Προλογικό σημείωμα για τη σύγκλιση τεχνολογίας και θεάτρου στην εκπαίδευση. Στο Μ. Κλαδάκη & Κ. Μαστροθανάσης (Επιμ.), Αναδυόμενες τεχνολογίες στο εφαρμοσμένο θέατρο και το εκπαιδευτικό δράμα (σσ. 11–22). Gutenberg.
Kim, K. and Lee, Y. (2022). Development and validation of a scale measuring intention toward participating in pro bono of pre-service physical activity instructors for the activation of physical activity for the disabled: based on the theory of planned behavior. Healthcare, 10(10), 2094. https://doi.org/10.3390/healthcare10102094
Kuroda, M., Mutsuzaki, H., Yoshikawa, K., Ohguro, H., & Iwasaki, N. (2021). Gait training using a hybrid assistive limb after botulinum toxin treatment for cerebral palsy: a case report. Journal of Physical Therapy Science, 33(6), 499-504. https://doi.org/10.1589/jpts.33.499
Lannan, A., Chini, J., & Scanlon, E. (2021). Resources for supporting students with and without disabilities in your physics courses. The Physics Teacher, 59(3), 192-195. https://doi.org/10.1119/10.0003662
Li, S., Yu, W., Li, W., Wang, J., Gao, L., & Li, S. (2022). The impact of whole-body vibration training on bone minerals and lean mass in children and adolescents with motor disabilities: a systematic review and meta-analysis. Children, 9(2), 266. https://doi.org/10.3390/children9020266
Lipkin, M. and Crepeau‐Hobson, F. (2022). The impact of the covid‐19 school closures on families with children with disabilities: a qualitative analysis. Psychology in the Schools, 60(5), 1544-1559. https://doi.org/10.1002/pits.22706
Lund, E. (2021). Addressing the leaking pipeline: supporting disabled graduate student teachers in psychology. Teaching of Psychology, 50(2), 99-104. https://doi.org/10.1177/00986283211036420
Lund, E. and Hanebutt, R. (2022). Investigating the teaching experiences of psychology graduate students with disabilities: a qualitative study. Rehabilitation Psychology, 67(3), 262-272. https://doi.org/10.1037/rep0000450
Μαστροθανάσης, Κ., & Γελαδάρη, Α. (2011). Οι απόψεις των γονέων σχετικά με την εφαρμογή των αναλυτικών προγραμμάτων στο δημοτικό σχολείο. Στo Κ. Μαλαφάντης, Μ. Σακελλαρίου, Θ. Μπάκας (Επιμ.), Αναλυτικά Προγράμματα και Σχολικά Εγχειρίδια: Ελληνική Πραγματικότητα και Διεθνής Εμπειρία. Πρακτικά ΙΓ’ Παγκοσμίου Συνεδρίου (σσ. 449–457). Διάδραση.
Μαστροθανάσης, Κ., Κατσιφή-Χαραλαμπίδη, Σ., & Ζουγανέλη, Α. (2015). Παρεμβατικό πρόγραμμα για την ανάπτυξη της μεταγνώσης στο γραπτό λόγο. Σύγχρονη Έκφραση.
Macadangdang, J. and Black, R. (2022). Using behavior skills training to teach recreational motor skills to middle school students with moderate disabilities. Behavioral Interventions, 37(4), 1080-1095. https://doi.org/10.1002/bin.1880
Manase, N. (2021). Disguised blessings amid covid‑19: opportunities and challenges for south african university students with learning disabilities. Journal of Student Affairs in Africa, 9(1), 107-118. https://doi.org/10.24085/jsaa.v9i1.1431
Manungo, R. (2023). Listening to students: the experiences of disabled students of learning in a selected university in zimbabwe. Journal of Research Innovation and Implications in Education, 7(2), 188-198. https://doi.org/10.59765/szar3410
Mastrothanasis, K., Kalianou, M., Katsifi, S., & Zouganali, A. (2018). The use of metacognitive knowledge and regulation strategies of students with and without special learning difficulties. International Journal of Special Education, 33(1), 184–200.
Mastrothanasis, K., Zervoudakis, K., & Kladaki, M. (2024). An application of computational intelligence in group formation for digital drama education. Iran Journal of Computer Science. https://doi.org/10.1007/s42044-024-00186-9
Mastrothanasis, K., Zervoudakis, K., Kladaki, M., & Tsafarakis, S. (2023). A bio-inspired computational classifier system for the evaluation of children’s theatrical anxiety at school. Education and Information Technologies, 28(9), 11027–11050. https://doi.org/10.1007/s10639-023-11645-4
Meleo-Erwin, Z., Kollia, B., Fera, J., Jahren, A., & Basch, C. (2021). Online support information for students with disabilities in colleges and universities during the covid-19 pandemic. Disability and Health Journal, 14(1), 101013. https://doi.org/10.1016/j.dhjo.2020.101013
Mir, A. and Waheed, A. (2022). Experiences of students with disabilities in indian higher education: an interpretative phenomenological study. Higher Education for the Future, 9(2), 186-202. https://doi.org/10.1177/23476311221111442
Özen, N., Ünlü, E., Karaahmet, Ö., Gürçay, E., Gündoğdu, İ., & Umay, E. (2021). Effectiveness of functional electrical stimulation - cycling treatment in children with cerebral palsy. Malawi Medical Journal, 33(3), 144-152. https://doi.org/10.4314/mmj.v33i3.1
Özkan, R. and Numanoğlu-Akbaş, A. (2021). Physical activity and exercise benefits/barriers in mothers of children with motor disabilities. Irish Journal of Medical Science. 191(5), 2147-2154. https://doi.org/10.1007/s11845-021-02800-2
Patel, D., Neelakantan, M., Pandher, K., & Merrick, J. (2020). Cerebral palsy in children: a clinical overview. Translational Pediatrics, 9(S1), S125-S135. https://doi.org/10.21037/tp.2020.01.01
Ríos, C., Basantes, G., & Barros, D. (2023). Literature review: infantile cerebral palsy, causes, symptoms, diagnosis and treatment. Centro Sur, 7(1). https://doi.org/10.37955/cs.v7i1.300
Sargazi, S. (2024). Voices unheard, insights into the lives of people with disabilities: a needs assessment study. Journal of Education and Health Promotion, 13(1). https://doi.org/10.4103/jehp.jehp_914_23
Smith, C. and Juergensen, R. (2021). Virtual scaffolded instruction for students with disabilities. Journal of Special Education Technology, 38(1), 93-101. https://doi.org/10.1177/01626434211054433
Sulaj, A., Dhamo, E., & Kambo, A. (2021). Assessment of accessibility of disabled students in the public university infrastructure in Albania. Journal of Educational and Social Research, 11(3), 214. https://doi.org/10.36941/jesr-2021-0064
Τζιμογιάννης, Α. (2017). Ηλεκτρονική μάθηση: Θεωρητικές προσεγγίσεις καιεκπαιδευτικοί σχεδιασμοί. Κριτική.
Τζιμογιάννης, Α. (2019). Ψηφιακές τεχνολογίες και μάθηση του 21ου αιώνα. Κριτική.
Tang, F. and Wang, T. (2023). The relationship between fundamental movement skills and physical activity in children and adolescents: a systematic review. Journal of Advances in Sports and Physical Education, 8(3), 20-27. https://doi.org/10.36348/jaspe.2023.v06i03.001
Tsegmid, N. (2023). Effect of botulinum toxin- a injection for the lower limb in children with spastic cerebral palsy. Central Asian Journal of Medical Sciences, 9(4), 157-166. https://doi.org/10.24079/cajms.2023.12.002
Türker, A. and Özkeskin, M. (2023). Investigation of urinary disorders, functional independence, and quality of life in children with cerebral palsy. Neurourology and Urodynamics, 42(3), 597-606. https://doi.org/10.1002/nau.25135
Waiserberg, N. (2024). “when everyone is responsible, no one takes responsibility”: exploring pediatric physiotherapy services in Israel. Israel Journal of Health Policy Research, 13(1). https://doi.org/10.1186/s13584-024-00597-w
ΥΠΕΠΘ-Παιδαγωγικό Ινστιτούτο. (2009). Ετοιμότητα: Η έννοια και η σημασία της (εισαγωγή). Στο ΥΠΕΠΘ-Παιδαγωγικό Ινστιτούτο, & Δροσινού Κορέα, Μ. (Επιμ.), Δραστηριότητες μαθησιακής ετοιμότητας: Προφορικός λόγος, ψυχοκινητικότητα, νοητικές ικανότητες, συναισθηματική οργάνωση. Βιβλίο για τον εκπαιδευτικό ειδικής αγωγής και εκπαίδευσης (σσ. 13-27). Παιδαγωγικό Ινστιτούτο, Οργανισμός Εκδόσεων Διδακτικών Βιβλίων.
Yakovleva, I., Yakovlev, S., & Khitryuk, V. (2021). Training of pedagogical personnel for inclusive education children with disabilities. SHS Web of Conferences, 98, 04005. https://doi.org/10.1051/shsconf/20219804005
Χρηστάκης, Κ. (2000). Ιδιαίτερες δυσκολίες και ανάγκες στο δημοτικό σχολείο. Ατραπός.
Χρηστάκης, Κ. (2011). Η εκπαίδευση των παιδιών με δυσκολίες – Εισαγωγή στην ειδική αγωγή (Τόμος Β΄). Διάδραση.
