Resilience Through Inclusive Technology: How Organizations are Leveraging Innovative Technology to Achieve Educational Outcomes for Learners with Disabilities

dc.contributor.authorMuthomi Murungi, Nathaniel
dc.contributor.authorHaga, Frederick
dc.coverage.placeNameKenya
dc.coverage.spatialAfrica
dc.date.accessioned2022-08-08T16:21:43Z
dc.date.available2022-08-08T16:21:43Z
dc.date.issued2022-09
dc.description.abstractPCF10 Sub-theme: Promoting Equity and Inclusion // Education technologies have for long provided learning solutions. This became more important at the onset of the COVID-19 pandemic when physical learning was disrupted globally. Kenya has trailblazed in setting education standards that partly prepare the learners for technology in the region. One of the seven key competencies that the Competency-Based Curriculum (CBC) in Kenya aims to achieve is digital literacy, which sets the stage for the government and schools to implement and employ technology and innovation purposively. Using desk research, this paper documents the efforts by government and non-government organizations to leverage inclusive education technology in achieving education outcomes for learners with disabilities. Data were drawn from different programmes implemented nationally using literature review, document analysis and expert review. These technological interventions' key outcomes are increased access and interest in learning among learners with disabilities. The study concludes that inclusive education technologies have the potential to stimulate incredible skills among learners with disabilities. Learners with disabilities should not be confined to traditional ways of learning but should be exposed and supported to utilize new ways of learning that prepare them as thinkers and innovators who will contribute to solving the challenges of the future. The study recommends governments invest more in infrastructural, technical and human resources to achieve efficient and effective gender-responsive and inclusive education technologies. Facilitative policies should be developed to ensure such education technologies meet the various needs of learners with disabilities while utilizing universal design principles. // Paper ID 150
dc.identifier.doihttps://doi.org/10.56059/pcf10.150
dc.identifier.urihttp://hdl.handle.net/11599/4081
dc.language.isoen
dc.publisherCommonwealth of Learning (COL)
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.subjectEducation Technology
dc.subjectInclusive Education
dc.subjectScience, Technology, Engineering and Mathematics (STEM)
dc.subjectEducation Outcomes
dc.subjectDisabilities
dc.titleResilience Through Inclusive Technology: How Organizations are Leveraging Innovative Technology to Achieve Educational Outcomes for Learners with Disabilities
dc.typeWorking Paper
dspace.entity.type
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