PurposeThe present study aimed to investigate teachers’ use and perceptions of digital technology to promote learning and participation for all young students in early reading and writing education in inclusive primary schools.

MethodsPrimary school teachers [N = 289] in Sweden were asked to complete a survey about digital technology in reading and writing education. The data were analysed statistically and with summative content analysis.

ResultsThe results showed that 82% of the teachers were interested in teaching young students to read and write using digital technology. More than 50% of the teachers included digital technology to promote students’ learning of phonological awareness, decoding skills, vocabulary, spelling, or text editing every week, and 74% used digital technology to support students with special needs every week. Those who perceived digital technology as a facilitator of all students’ participation in early reading and writing education also reported that they used digital technology to promote different reading and writing skills more frequently. Their perceived knowledge of managing digital technology was also positively related to their perception of digital technology as a facilitator of students’ participation in reading and writing education.

IMPLICATIONS FOR REHABILITATION

• Teachers who are positive about digital technology perceive such technology as beneficial for all students in reading and writing education, also for those students who have special needs.
• Teachers use digital technology to compensate students with special needs in reading and writing. However, there is an unawareness of the advantages of using digital technology in inclusive education.