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In this article, David Banes examines the impact of Microsoft Surface on how people with disabilities interact with technology and information. Microsoft Surface is a dynamic multi‐touch environment offering direct interaction with data without the need for a keyboard or mouse. These new forms of interaction offer new opportunities to reduce the digital divide.

The next 10 years will show an increasing demand for personalisation and customisation of ICT systems by users. Throughout Europe the population is ageing and there is increased life expectancy and lifetime expectancy for disabled people. Organisations such as AbilityNet are assuming that there will be exponential growth in demand as these demographic and social factors kick in. Simultaneously, we face a period where pressure on the public purse is mounting and increasingly services need to impact upon and reach more people for little or no increase in funding.

Estimates suggest there are currently over 15 million Arabic-speaking refugees and internally displaced persons. The average duration of displacement has increased from 9 years in 1993 to 17 years in 2003 (Loescher & Milner 2006) and is still increasing. It is difficult to determine the precise number of people with a disability within the refugee community. Estimates vary but at least 10% of that population have some form of disability, while others suggest that this figure is around 22%, using a broader definition of needs and including those with undiagnosed disabilities as well as psychosocial trauma (Karasapan, 2016). Based on three years of intensive development including discussions with a range of humanitarian and educational organizations, government agencies, and philanthropic entities, the authors have identified the paucity of digital educational content as a significant and pressing challenge for all Arabic learners, with a major impact upon those with additional needs or disabilities. This chapter addresses the key issues to be considered in planning for and accommodating those needs within an inclusive context.

Research conducted on refugees and their learning abilities has generally been myopic in nature, highlighting only the challenges and barriers faced, and less focus has been given to the enormous work and achievements accomplished both by non-profit bodies, educational institutions, and refugees themselves. Research has been conducted in the past where learning has been studied from a psychological perspective, as opposed to drawing on the learner theory. Refugees and asylum seekers have been lumped together as a homogenous group, and studies of single language groups have made conclusions that may not apply to others. This chapter, which serves as the introductory chapter to the book, speaks about the inflow of refugees and the growing need of education for an entire generation displaced from their home countries. The chapter highlights educational access, policies, and the importance of language learning. The last section of this chapter is dedicated to present an overview of the chapters in this book which speaks about some exemplary work done by individuals and institutions from Africa to Germany.