Digital Inclusion Strategies for Students with Disabilities in Developing Countries.
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| 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] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194243263 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Digital Inclusion Strategies for Students with Disabilities in Developing Countries. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fathima%2E+B%2E%2C+Ashika%22">Fathima. B., Ashika</searchLink><relatesTo>1</relatesTo><i> fathimaa@maher.ac.in</i><br /><searchLink fieldCode="AR" term="%22Jadhav%2C+Ashvini+V%2E%22">Jadhav, Ashvini V.</searchLink><relatesTo>2</relatesTo><i> ashwiniawtade11@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ramtirthkar%2C+Chandrashekhar+Ramesh%22">Ramtirthkar, Chandrashekhar Ramesh</searchLink><relatesTo>3</relatesTo><i> chandrashekhar.ramtirthkar@vit.edu</i><br /><searchLink fieldCode="AR" term="%22Gupta%2C+Kashish%22">Gupta, Kashish</searchLink><relatesTo>4</relatesTo><i> kashish.gupta@niu.edu.in</i><br /><searchLink fieldCode="AR" term="%22Kurbanova%2C+Shakhlokhon%22">Kurbanova, Shakhlokhon</searchLink><relatesTo>5</relatesTo><i> qurbonova_shaxlo@mamunedu.uz</i><br /><searchLink fieldCode="AR" term="%22Saidjonovich%2C+Mukhlisov+Sodikjon%22">Saidjonovich, Mukhlisov Sodikjon</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Muxtarjonovich%2C+Xolmirzayev+Furqatbek%22">Muxtarjonovich, Xolmirzayev Furqatbek</searchLink><relatesTo>7</relatesTo><i> f.holmirzayev@afu.uz</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p378-390. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Digital+inclusion%22">Digital inclusion</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Assistive+technology%22">Assistive technology</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+countries%22">Developing countries</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence+in+education%22">Artificial intelligence in education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 378 Subjects: – SubjectFull: Digital inclusion Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Assistive technology Type: general – SubjectFull: Developing countries Type: general – SubjectFull: Artificial intelligence in education Type: general Titles: – TitleFull: Digital Inclusion Strategies for Students with Disabilities in Developing Countries. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fathima. B., Ashika – PersonEntity: Name: NameFull: Jadhav, Ashvini V. – PersonEntity: Name: NameFull: Ramtirthkar, Chandrashekhar Ramesh – PersonEntity: Name: NameFull: Gupta, Kashish – PersonEntity: Name: NameFull: Kurbanova, Shakhlokhon – PersonEntity: Name: NameFull: Saidjonovich, Mukhlisov Sodikjon – PersonEntity: Name: NameFull: Muxtarjonovich, Xolmirzayev Furqatbek IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
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