In countries like Austria and Germany, mainstream schools and schools for students with special educational needs (SEN) run parallel along with each other. Even if there are so-called integration classes, it still contradicts the international right to inclusive education (CPRD, 2007; CRC, 1989). It states, "States Parties shall ensure an inclusive education system at all levels" (CPRD, Art. 24, §1). Almost two decades after the ratification of the CPRD, neither Austria nor Germany has succeeded in creating an inclusive school system (Buchner & Proyer, 2020; Gasterstädt, 2021). One well-known argument why the implementation of inclusive education stagnates is the low financial and human resources (Liebers & Seifert, 2012). The crux of the pedagogical matter is that the allocation of resources ties to labels. An inclusive approach is to allocate resources to institutions rather than individuals with SEN. This approach would eliminate the need for individual diagnosis of students with SEN. Schools would have the resources to support all students equally. Taking an international comparative perspective, some countries like Canada or New Zealand already implemented different approaches for inclusive assessment (Desforges & Lindsay, 2010; Sliwka & Trumpa, 2016).

Alongside inclusion and assessment, digitisation is the central aspect of the 21st century. Especially during the COVID-19 pandemic, the need of digital learning environments reached a next level. Nevertheless, options on digitalisation in school differ greatly from each other (Huber & Helm, 2020). To gain a holistic picture in theory and practice, this contribution researches the nexus of inclusive assessment and digitalisation. It followed the research question: what are the opportunities and challenges for inclusive assessment in the light of digitalization in/of the Austrian and German school systems?

Based on human rights and related declarations, inclusion is a broad concept that takes every student into account regardless of disability, gender, migration, socioeconomic background, etc. (Biewer, 2017). Inclusive education as a holistic approach provides a school for all rather than schooling individuals based on their abilities. In line with this idea, Biewer (2017) calls for a structural change in the institutional organisation of schools (ibid.). Booth & Ainscow (2017) developed the Index for Inclusion as a framework for inclusive school development that focuses on structural and pedagogical processes rather than deficit-oriented individual interventions. Additionally, Rolff's (2021) idea of a school development in a digital era expands the theoretical framework of the dissertation project. He proclaims the triangle of (1) staff development, (2) organisational development, and (3) classroom development as a systemic interplay that conditions a holistic school development (ibid.). The research focus, which is on diagnostic aspects and student assessment, can be categorised as classroom development. The use of digital tools and digital learning environments is another aspect that falls into the category of classroom development.

The paper presents relevant aspects of the PhD desk research. The desk research consists of a systematic literature review (SLR) and a policy analysis. The SLR is suitable for providing an overview of a wide range of interdisciplinary research (Halász, 2019). Different scientific disciplines such as education, psychology, medicine, IT, etc. need to be considered when examining the interdisciplinary research topic of the PhD project. The SLR identifies (international, empirical) research that deals with inclusive assessment in schools and the potential of digitalization, e.g. in the form of learning analytics. The literature is reviewed in light of an inclusive understanding of education for all (Booth & Ainscow, 2017; Biewer, 2017). Comprehensive implementation of inclusive assessment and learning analytics requires policy commitment. Policy papers as a source reflect on political commitments (Tatto, 2012). Policy analysis uncovers the social discourses and paradigms that underlie policy and administrative decisions (ibid.). Policy documents are constitutive for school development and frame pedagogic and didactic approaches as well as the understanding of education and inclusion. My research project takes key policy documents such as the CPRD, the SDGs, the EU Commission paper, national action plans, national school laws, and education laws into account to examine the legislative base for the implementation of digital learning environments to foster inclusion. In addition, the desk research also aims to identify relevant stakeholders in the research field of inclusive education and digitization. The next research step will be to conduct expert interviews with these identified stakeholders.

Initial results show that the nexus of inclusive education and digitalisation is very promising in terms of assessment for all, individualized and personalised learning, as well as real-time pedagogical action. Nevertheless, there are four main obstacles. (1) Both inclusive assessment and comprehensive digital school are at early stages. There are pilot projects, but it is not yet widespread in German-speaking countries. (2) The digital infrastructure for a comprehensive use of learning analytics to assess students against the background of inclusive understanding is not suitable in Austria and Germany yet. In this case, the infrastructure includes technical equipment, Wi-Fi networks, and devices, but also human resources such as IT experts and trained educators (Rolff, 2021). (3) The policy analysis shows that there is no legal basis for either inclusive education or digital infrastructure. In addition, the policy papers lack information on data protection, data security, etc. (4) there is no evidence on ethical implications because the nexus of inclusion and digitalisation shape a new understanding of education, schooling and assessment.

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