ABSTRACT
Many education professionals believe in the potential of ICT to enable the voice and increase the inclusion of learners experiencing barriers to learning due to physical and/or learning disabilities. For example, adults with learning difficulties have created accounts of their experiences using symbols with a talking word processor, thus overcoming the barrier of print-based systems (Detheridge and Detheridge 2002). Equally, a learner without speech and limited movement may be able to communicate and even write using switches and scanning software.
