Learning Technology and Disability--Overcoming Barriers to Inclusion: Evidence from a Multicountry Study

Autor/inn/en	Hersh, Marion; Mouroutsou, Stella
Titel	Learning Technology and Disability--Overcoming Barriers to Inclusion: Evidence from a Multicountry Study
Quelle	In: British Journal of Educational Technology, 50 (2019) 6, S.3329-3344 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12737
Schlagwörter	Barriers; Inclusion; Information Technology; Access to Education; Cross Cultural Studies; Disabilities; Educational Technology; Income; Native Language; English; Second Languages; Developed Nations; Indigenous Populations; Assistive Technology; Language Minorities; Financial Support; Technology Uses in Education + Suchen Sie Ihr Suchwort? Inklusion; Informationstechnologie; Education; Access; Bildung; Zugang; Bildungszugang; Cultural comparison; Kulturvergleich; Handicap; Behinderung; Unterrichtsmedien; Einkommen; English language; Englisch; Second language; Zweitsprache; Developed countries; Industriestaat; Industrieland; Sinti und Roma; Sprachminderheit; Finanzielle Förderung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The paper uses data from a 15-country study to discuss the factors which affect the use of information and communication technologies (ICT) and learning technologies by disabled people and consequently their access to education. Significant differences were found both between and within countries: income and language were the main factors affecting availability. Thus, the greatest availability was in the higher income English-speaking countries and the richer European countries. The main barriers to technology use included cost, lack of funding and lack of information. A particular disparity in technology access was found between the English-speaking European population and Aboriginal speakers of indigenous languages in Australia, with considerably greater access by the former than the latter group. A number of recommendations are presented to increase access to learning and assistive technologies by disabled people. They include encouragement for developers to produce free of charge (minority language) technologies, research on more effective provision of technologies and personal assistance, assistive technology centres in all learning institutions, simple funding mechanisms and a fund to support technology provision in poorer countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01