Thirty years ago, a statement at the World Conference on Special Education needs in Salaamanka, making this debate made a strong and clear case for comprehensive education: ‘[Those] With special educational requirements, regular schools should be accessed, even though Proviso ‘despite’ there are no other reasons to do so. UNESCO is celebrating the anniversary of Salamanka’s statement this month, which has a high -level program where policy makers and experts were invited to consider the progress that has been achieved in the past decades to truly include education and the challenges that are ahead. This blog looks at an undeniable stage thanks to technology, a problem that was widely covered in the 2023 GEM report and was briefed on a new advocacy today.
Disabled people face some of the major obstacles in access to standard education
Although data on this issue is rare, working with the latest MICS survey through UNICEF, and on a wide database show that we can see that at least one sensory, physical, or intellectual difficulty is less than 7 % point in Zimbabwe and 14 % in Zimbabwe. These gaps cannot be understood, because poor families are less likely to report that they have a child of disability.
Technology is not a magic pill to overcome the challenges facing children with disabilities.
In a change in online learning, Covade 19 pandemic diseases were promoted for many backward learners. Disabled learners found that remote learning methods were not properly developed for interpretation, closed captioning, or Braille, in addition to other issues. Without the training of the proper teachers, the provision of technology can also result in ineffective use or inappropriate selection of technologies for specific children.
In addition, while auxiliary devices have offered life to many learners with disabilities, there are many challenges remaining, mainly around them AvailabilityTheir EditingLack of special Training of teachers And Infamous stains Which is associated with the use of auxiliary technologies.
All technologies are not applicable to students with the same type of disability
One of the reasons is that their learning needs are not met. This is the place where technology can help. With the support of digital devices, information can be represented in a variety of different ways, which facilitates personal education, promotes lean freedom, promotes the agency, and promotes social participation. Supporting and accessible technologies can be made individual according to students’ specific learning requirements and can take care of a variety of disabled students.
Accessible technologies have more benefits from auxiliary technology, including easily availability, low costs, device familiarity and low notoriety. They allow disabled learners to use the same technologies like other students, allowing auxiliary technology to play a complementary role. According to a study by adults deprived, 87 % indicated that accessible technology devices, including smartphones and tablets, are changing the most or less of traditional auxiliary tools, saying that it is important for them that they are widely adopted by the common people and the user’s capacity.
Comprehensive Technologies support Leasions for Disabled Students
When we improve joining through technology. Make six key benefits. This:
- Improves literacy and numbers skills for a variety of disabilities. A global, systematic review for children with Down Syndrome has shown that auxiliary technology can help develop numbers, speeches, language, memory and social skills. In the United States, deaf preachlers who use sign language also developed early reading skills when combined interactive story Bocus with sign language videos. However, once again, the importance of human face is important for assistance: Although subtitles and closed captions for videos can help students access the content, they do not change the need to learn and communicate directly using sign languages using sign languages that indicator in the language of indicators.
- Makes and more accessible to content, including textbooks and learning content. Digitizing textbooks can make them more accessible. More than 92 countries have confirmed the 2013 Markich agreement, which requires the parties to be exempted from copyright rules that allow the production and distribution of works published in leakage formats for those with blind, deprived, or otherwise print disabled.
- Improves access to education. Accessible technology, such as smartphones and tablets, are more easily available to countries than auxiliary devices, and can be especially important in low resource settings. A research on the effects of bullets suggests that they not only provided access to higher education for visual disorders students than their fully -watching colleagues, they also provided students with the opportunity to form a group of exercise and participate in everyday life. An example of the university building on this advantage is the Open University in the UK, which is primarily educated through print, audio visual and online formats. About its Students Fifth Students are people with disabilities – who are providing higher education for people with disabilities in Europe.
- Learning on teachers reduces dependence. In a study in the United Republic of Tanzania, technology increased most of the students’ self -confidence and freedom (52 %). In Kenya, screen readers and keyboard tablets were able to autonomous students to access the content of the university.
- Improves educational engagement, social participation and welfare. In 10 countries, including Israel, Kenya and Trokes, organized evidence of auxiliary technologies and equipment used by students with disabilities in higher education, educational engagement, psychological well -being and social participation.
- Global design facilitates the diagnosis of people with disabilities or learning learning. In France, a computer -based diagnosis device helped group grade 2 to 9 readers through the type of problem reading. The device distinguishes children with hyperlaxia and children with low procedures, which requires various strategies for remedy.
About the new advocacy, all technologies have been requested to follow universal design principles.
2023 GEM Report in Education Technology Finding Disability and Technology Learning A New Advocate Short: On whose terms a tool? Policy makers have been demanded to ensure that products, environment, programs and services follow the principles of universal design. A mixture of accessible technology and auxiliary devices established on universal design principles can help disability learners better integrate the ‘mainstream’ education settings.
It is supported by the world, joining the International, CBM, humanity and joining and Asociación Azul for light.
2023 GEM Report Recommendations, Short Demands for Advocate to View policy makers:
- Beneath Where we are Is technology appropriate for our context, and learning needs?
- Return Among those left behind: Are we focused on backwardness?
- Above: Are our choices extended? Do we have full costs and transparency to make informed decisions?
- Forward: Are our projects in line with our vision for sustainable development?
Download the paper.
