Learning technology and disability - overcoming barriers to inclusion: evidence from a multi-country study

Hersh, M. and Mouroutsou, S. (2019) Learning technology and disability - overcoming barriers to inclusion: evidence from a multi-country study. British Journal of Educational Technology, 50(6), pp. 3329-3344. (doi: 10.1111/bjet.12737)

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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.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Mouroutsou, Miss Stella and Hersh, Dr Marion
Authors: Hersh, M., and Mouroutsou, S.
College/School:College of Science and Engineering > School of Engineering > Biomedical Engineering
College of Social Sciences > School of Education
Journal Name:British Journal of Educational Technology
ISSN (Online):1467-8535
Published Online:05 February 2019
Copyright Holders:Copyright © 2019 British Educational Research Association
First Published:First published in British Journal of Educational Technology 50(6): 3329-3344
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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