In the post-pandemic Taiwanese educational landscape, both general and special education teachers hold diverse views on online inclusive education. This study uses quantitative and qualitative analyses to explore teacher acceptance during and after the COVID-19 pandemic, scrutinizing instructional challenges.Stratified random sampling divides Taiwan into seven regions based on 2022 teacher distribution. Initially, 358 participants were sampled during the pandemic peak. A ten-month post-pandemic follow-up includes 307 teachers (40 special education), maintaining a national distribution ratio.Survey results reveal that during the pandemic, general education teachers embraced online inclusive education more than special education counterparts. Post-pandemic, many general education teachers express reluctance, citing challenges in engaging special needs students, fair assessment, and limited direct interaction.Special education teachers consistently express reservations and face challenges in online inclusive education, irrespective of the pandemic. Issues include the lack of personalized support for special needs students, difficulties collaborating with general education teachers, and shortcomings in online platforms for diverse learning needs. Despite differing perspectives, common concerns emerge, emphasizing the need for effective online inclusive education in student participation, fair assessment, and collaboration.

Virtual reality (VR) enters educational processes today as
a tool capable of promoting immersive learning experiences and facili-
tating the engagement and participation of all students, including those
with Special Educational Needs (SEN). This paper aims to present a case
study concerning the use of VR to improve manual skills and promote
immersive and enjoyable cognitive training for students with disabilities.
A VR cooking food preparation app is introduced to illustrate how VR
serves as a tool for skill training on one hand and as a genuine digital
learning environment on the other. In addition to presenting the tech-
nical features of the app, the International Classification of Functioning
(ICF) approach by the World Health Organization (WHO) will be dis-
cussed. This approach is useful for identifying the best strategies to pro-
mote learning for students with cognitive disabilities who participated in
this case study. Furthermore, the perspective of universal learning design
(UDL), also known as Universal Design for Learning (UDL) by CAST,
will be explored to guide teachers and trainers in designing digital and
innovative learning activities that can accommodate all students.

This paper examines approaches to evaluating accessibility personas that have been developed for the BlindDate resource website. This website provides a space for university teaching staff to have a virtual encounter with interactive personas representing students with various disabilities. This encounter is curated to help improve accessibility awareness, and ultimately the design of curricular products for these students. A large part of the effectiveness of personas is in their empathy-building capacity, and their ability to authentically represent the target populations. In this study we describe the results of a survey which included an adapted persona perception scale, and open-ended questions that targeted how the personas are viewed by subject matter experts including persons with disabilities, and pedagogical specialists in inclusive education.

Curricula shape students' awareness, priorities, and values and act as political documents that reflect societal expectations. Additionally, they reveal what society expects, including the 'hidden curriculum' (Snyder 1979), which refers to unwritten attitudes and expected behaviors.

Accessibility and universal design are crucial for independent living and participation in various aspects of society. Although accessibility and universal design have a proven positive impact on business and society, these principles are often not integrated into core higher education curricula. Currently, only a few elective courses cover these topics. This higher education gap hinders inclusion, innovation, and the realization of the potential of digital inclusion.

The Erasmus+ ATHENA project analyzed the curricula of study programmes across different fields of knowledge in four European countries to determine whether and how accessibility and the universal design approach were incorporated.

The findings will be used to advocate for increased inclusion and diversity within higher education. Furthermore, these characteristics will serve as a basis for formulating recommendations to integrate accessibility and universal design principles into higher education curricula.