Previous research has shown that students with sensory loss can feel excluded from the academic and social communities in the classroom [1]. At the same time, there is little research on access to learning materials and resources developed specifically for this group of learners, how these learning materials and resources are utilised in the classroom, and how their use can contribute to participation in an inclusive learning community.

Based on this, Udir and Statped have jointly agreed to issue a call for tenders to further develop the knowledge basis on teaching aids and learning resources for students with sensory loss, and to investigate the significance that the use of these has for an inclusive learning community.

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Previous research has shown that students with sensory loss can feel excluded from the academic and social communities in the classroom [1]. At the same time, there is little research on access to learning materials and resources developed specifically for this group of learners, how these learning materials and resources are utilised in the classroom, and how their use can contribute to participation in an inclusive learning community.

Based on this, Udir and Statped have jointly agreed to issue a call for tenders to further develop the knowledge basis on teaching aids and learning resources for students with sensory loss, and to investigate the significance that the use of these has for an inclusive learning community.

In this context, students with sensory loss refers to students who are blind and severely visually impaired, and pupils with training in sign language. Students who are blind or severely visually impaired are entitled to training in Braille, technical aids and mobility, if needed [2]. Students who have sign language as their first language have the right to receive instruction in and on this language at school