Different professionals with extensive experience in engineering and educational sciences present together this proposal willing to offer suitable and innovative user-adjustable solutions with the main aim to contribute to overcome barriers for the learning access of children with preserved intelligence and physical disabilities (upper-limb) and increase their autonomy degree, consequently augmenting their inclusion in schools.

The project provides educational professionals with the required knowledge, tools and devices to assess the individual needs of each student and personalise the educational technological resources using ICT (allowing students learning through adapted interface, software, buttons, etc). Thus, Euroddip_e will provide children with preserved intelligence and physical disabilities (upperlimb) a device and/or a technological application that is easy to use, affordable and with fast response, that provides autonomy in the accomplishment of their academic works, therefore, leading to greater school/educational success, self-esteem, and motivation of achievement, promoting their quality of life and reducing the burden on their families.



Improving their quality of life

There is limited intervention to promote access to the teaching – learning process in an educational context in the countries participating in the proposal and since these countries have included in their educational legislation the compulsory schooling from the age of 6 in the ordinary school for children with disabilities, the need to endow teachers with the appropriate resources to contribute to the integral development of the students in the stage of early childhood becomes of paramount importance. In this framework, the Euroddip_e tools will support teachers to adapt their lessons to those children with special needs integrating them in the normal development of the course with the rest of the children with or without disabilities.it has emerged that the main common and most urgent issues regard:

  • The promotion of educational inclusion activities through the use of ICT, enhancing personalisation and simplifying the configuration.
  • Access to compatible technological resources that are easy to use by professionals and by students.
  • The need to customise the assistance and the devices to the specific needs of children with disabilities.
  • The acquisition of affordable, portable, updatable and customisable ICT resources.
  • The involvement of the different professionals of the centres in the integral education of the students.
  • The continuous training of education professionals and the up-grading of their skills.


UNIVERSIDAD DE BURGOS – Beatriz Núñez Angulo (coordinator), José María Cámara Nebreda, Rosa María Santamaría Conde, Pedro L. Sánchez Ortega, Marta Fonfría Solabarrieta, Wilco M.H. Verbeeten, Miriam Lorenzo Bañuelos, José Antonio Gómez Monedero, Mario Alaguero Rodríguez.

COLEGIO BUENAFUENTE – Mª Eugenia Estepa Mohedano, Beatriz Pereña López y Mª Dolores Astillero Díaz-Miguel.

PHOENIXKM BVBA: Mr. Karel Van Isacker, Marie Thérèse Demeulenaere. Mihail Vangelov Goranov. Mar Lopez Maria.

UC LEUVEN-LIMBURG –  Valère Awouters, Ruben Jans, Marc Vandewalle.

UNIVERSITAÁDELLA CALABRIA – Antonella Valenti, Lorena Montesano, Pamela Lazzolino, Sonia Sapia, Giovanni Frontera.

RARISSIMAS – Maria João Freitas.


AEPMI – María Careaga

The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.