Digital Inclusion Strategies for Students with Disabilities in Developing Countries.

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Bibliographic Details
Title:	Digital Inclusion Strategies for Students with Disabilities in Developing Countries.
Authors:	Fathima. B., Ashika¹ fathimaa@maher.ac.in, Jadhav, Ashvini V.² ashwiniawtade11@gmail.com, Ramtirthkar, Chandrashekhar Ramesh³ chandrashekhar.ramtirthkar@vit.edu, Gupta, Kashish⁴ kashish.gupta@niu.edu.in, Kurbanova, Shakhlokhon⁵ qurbonova_shaxlo@mamunedu.uz, Saidjonovich, Mukhlisov Sodikjon⁶, Muxtarjonovich, Xolmirzayev Furqatbek⁷ f.holmirzayev@afu.uz
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p378-390. 13p.
Subject Terms:	Digital inclusion, Students with disabilities, Instructional systems, Inclusive education, *Assistive technology, Developing countries, Artificial intelligence in education
Abstract:	Digital inclusion has become a key in offering equal opportunities to students with disabilities to access education especially in the developing countries where infrastructural and socio-economic barriers are still very high. Even though the digital technologies have evolved fast, accessibility, affordability and the lack of inclusive design of the educational systems are the obstacles to accessibility of education by many learners with disabilities. This paper will address the problem of issues surrounding digital inclusion and how future technologies such as artificial intelligence, assistive systems and adaptive learning platforms can address these issues. It suggests a comprehensive digital inclusion model, which combines profiling of learners, personalization of AI applications, supporting assistive technologies, and interventions at the policy level to develop an inclusive and scalable learning ecosystem. The framework concentrates on accessibility as a design factor, affordability, and localization to ensure that it can be used in a resourceconstrained environment. The real-life case studies are examined to assess the real-life implementations, where community involvement, government participation, and partnership with multiple stakeholders are key factors to be considered. The effectiveness of the suggested framework is evaluated based on both quantitative and qualitative measure, such as learning outcomes, level of engagement, usability, and effectiveness of personalization. A comparison of the results with the traditional learning models reveals that there are significant enhancements in the performance, accessibility and participation of the students. The positive impact of adaptive and technology-based methods in promoting inclusive learning is also confirmed by graphical analyses. The results indicate that although the digital technologies have the potential of transformation, the effective implementation process should involve multifaceted approach that includes technological innovation, policy support, capacity building and awareness campaigns. The research concludes that sustainable digital inclusion would be possible when integrated frameworks are considered to cater to both the technical and socio-cultural aspects, and thus allow students with disabilities in developing countries to enjoy equal learning opportunities. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Digital inclusion has become a key in offering equal opportunities to students with disabilities to access education especially in the developing countries where infrastructural and socio-economic barriers are still very high. Even though the digital technologies have evolved fast, accessibility, affordability and the lack of inclusive design of the educational systems are the obstacles to accessibility of education by many learners with disabilities. This paper will address the problem of issues surrounding digital inclusion and how future technologies such as artificial intelligence, assistive systems and adaptive learning platforms can address these issues. It suggests a comprehensive digital inclusion model, which combines profiling of learners, personalization of AI applications, supporting assistive technologies, and interventions at the policy level to develop an inclusive and scalable learning ecosystem. The framework concentrates on accessibility as a design factor, affordability, and localization to ensure that it can be used in a resourceconstrained environment. The real-life case studies are examined to assess the real-life implementations, where community involvement, government participation, and partnership with multiple stakeholders are key factors to be considered. The effectiveness of the suggested framework is evaluated based on both quantitative and qualitative measure, such as learning outcomes, level of engagement, usability, and effectiveness of personalization. A comparison of the results with the traditional learning models reveals that there are significant enhancements in the performance, accessibility and participation of the students. The positive impact of adaptive and technology-based methods in promoting inclusive learning is also confirmed by graphical analyses. The results indicate that although the digital technologies have the potential of transformation, the effective implementation process should involve multifaceted approach that includes technological innovation, policy support, capacity building and awareness campaigns. The research concludes that sustainable digital inclusion would be possible when integrated frameworks are considered to cater to both the technical and socio-cultural aspects, and thus allow students with disabilities in developing countries to enjoy equal learning opportunities. [ABSTRACT FROM AUTHOR]
ISSN:	08273383