This paper will present some results from a R&D project which has developed a narrative framework for an augmented interactive learning environment. The software uses assistive technology to facilitate learning for learners with multiple functional deficits. Through the use of the software in blended-learning scenarios the learners are acquiring a new arena for choice-making and communication. The paper will discuss the outcomes of the project in relation to the main target group. It will also consider the implications of this type of story-based learning for inclusive education
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