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It reviews recent Australian trends promoting ICT in education and then focuses on outcomes in Western Australia. Emphasis is placed on using ICT in remote and rural school communities to support inclusive practices, while also addressing barriers to implementation in more isolated schools. Staffing, cultural sensitivity, software choice, and hardware maintenance concerns are discussed in relation to engagement for students with diverse needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/employing-technologies-to-engage-students-with-diverse-needs-in-rural-school-communities/593665/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/employing-technologies-to-engage-students-with-diverse-needs-in-rural-school-communities/593665.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper?","Question",{"text":112,"@type":113},"The paper focuses on employing information and communication technologies (ICT) to enable students with diverse needs to access the curriculum in inclusive classrooms, especially in remote and rural school communities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which region’s outcomes are considered in the study?",{"text":117,"@type":113},"The paper considers outcomes from the perspective of Western Australia, emphasizing how ICT supports inclusive practices there.",{"name":119,"@type":110,"acceptedAnswer":120},"What implementation issues are discussed for isolated schools?",{"text":121,"@type":113},"It discusses concerns such as staffing, cultural sensitivity, software selection, and hardware maintenance that affect ICT implementation in more isolated schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593665,1792191418,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 31 | Issue 1 | Article 4 |\n| --- | --- |\n\n2006  \nEmploying Technologies to Engage Students with Diverse Needs in Rural School Communities  \nChris Forlin  \nHongKong Institute of Education  \nGraeme Lock Edith Cowan University  \nRecommended Citation  \nForlin, C., & Lock, G. (2006). Employing Technologies to Engage Students with Diverse Needs in Rural School Communities. Australian Journal of Teacher Education, 31 (1).  \n[http://dx.doi.org/10.14221/ajte.2006v31n1.4](http://dx.doi.org/10.14221/ajte.2006v31n1.4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol31/iss1/4](http://ro.ecu.edu.au/ajte/vol31/iss1/4)  \nEMPLOYING TECHNOLOGIES TO ENGAGE STUDENTS WITH DIVERSE NEEDS IN RURAL SCHOOL COMMUNITIES.  \nChris Forlin, Hong Kong Institute of Education Graeme Lock, Edith Cowan University  \nABSTRACT  \nThis paper considers the use of information and communication technologies (ICT) to enable students to access the curriculum in inclusive classrooms. The research considers the latest trends regarding promotion of the use of ICT in education in Australia and then considers the outcome from the perspective of one state, that of Western Australia. In particular, the focus is on the use of ICT in remote and rural school communitiesfor supporting inclusive practices. While it seems clear that considerable financial support has been allocated to the enhancement of access to ICT across Australia by various education departments, there are several issues that are impacting on the implementation for more isolated schools. Concerns regarding staffing, cultural sensitivity, software selection and hardware maintenance are all discussed from the perspective of increasing the engagement of students with diverse needs in regular classes in remote and rural schools in Australia.  \nINTRODUCTION  \nThe inclusivity paradigm continues to promote the view that education for all children should, whenever possible, occur within the regular classroom. There is little doubt that regular classrooms of the 21st century consist of students with an increasingly wide range of  \ndiverse abilities (Forlin, 2004) . Students with special educational needs are usually referred to as those who, in order to access and participate in the curriculum, may require a significant adaptation to, or modification of, the school program. In Western Australia (WA) , for example, specific support is available for students with physical or intellectual disabilities, learning difficulties or learning disabilities, sensory impairments, or those who demonstrate significant behavioural and adjustment difficulties.  \nIn WA, many students are educated in remote and rural community schools due to the enormous geographical isolation of many parts of the State (Lock & Forlin, 2004) . Regular classrooms in these remote and rural communities have always had students with a wide range of backgrounds and abilities. While the inclusive educational paradigm has tended to focus on including students with specific disabilities, the role of more isolated school communities in Australia has always been to ensure access by students with a much broader range of needs . These classrooms include students from a range of backgrounds such as those who are culturally or linguistically diverse, those from non-English speaking backgrounds, different ethnic groups, itinerant families, those in poverty, poor medical health, those affected by glue or petrol sniffing and drug or alcohol abuse,  \namong others, as well as those with disabilities or learning difficulties. In addition, regular classes contain students who may be gifted or talented across a range of intelligences.  \nFor students living in remote communities in WA, opportunities to regularly attend specialist support facilities for students with disabilities such as education support schools or centres are not available. Schools, therefore, need to rely on the support of vi","cbCaiuTp12ruCW7K","https://ap.wps.com/l/cbCaiuTp12ruCW7K","pdf",288371,14,"English","# Abstract\n# Introduction\n## Inclusive education paradigm in regular classrooms\n## Remote and rural schooling challenges in Western Australia\n# Promoting the use of ICT in education in Australia\n## Policy and government reports on ICT adoption\n## Focus areas: people, infrastructure, and online content","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper focuses on employing information and communication technologies (ICT) to enable students with diverse needs to access the curriculum in inclusive classrooms, especially in remote and rural school communities.\"},{\"question\":\"Which region’s outcomes are considered in the study?\",\"answer\":\"The paper considers outcomes from the perspective of Western Australia, emphasizing how ICT supports inclusive practices there.\"},{\"question\":\"What implementation issues are discussed for isolated schools?\",\"answer\":\"It discusses concerns such as staffing, cultural sensitivity, software selection, and hardware maintenance that affect ICT implementation in more isolated schools.\"}]","Employing Technologies to Engage Students with Diverse Needs in Rural School Communities | PDF",1792077674,35]