Emerging practices in inclusive digital learning for students with disabilities

Throughout 2020, the COVID-19 pandemic posed unprecedented challenges for national education systems. All learners have been impacted by the disruption to learning; however, the education crisis has mostly affected vulnerable and marginalized learners, such as children and young people with disabilities.

The present studies were conducted in three countries: Colombia, Bangladesh and Mauritius. The publications, in particular, describe the opportunities and challenges related to the utilization of information and communication technology (ICT) to create more inclusive learning environments in these countries. Moreover, they present and analyze key features of the national policies and emerging initiatives. In each case, they review, for each target population, accessible ICT products and services in formal and non-formal educational settings. Finally, they provide recommendations for the role of technology for learners with disabilities in a post-COVID recovery national plans.

UNESCO IITE together with UNESCO International Institute for Educational Planning (UNESCO IIEP) produced these publications, in the context of the Global Programme Supporting Disability Inclusive Covid-19 Response and Recovery at National Level supported by the United Nations Partnership on the Rights of Persons with Disabilities (UNPRPD) Multi Partner Trust Fund.

COVID 19, technology-based education and disability: Emerging practices in inclusive digital learning for students with disabilities:



Publication year: 2021