A Landscape Review of ICT for Disability-inclusive Education

Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements a...

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Bibliographic Details
Main Author:	World Bank
Format:	Report
Language:	English
Published:	Washington, DC 2022
Subjects:	INCLUSIVE EDUCATION DISABILITY INCLUSION EDTECH EDUCATION TECHNOLOGY ACCESS TO LEARNING ACCESS TO EDUCATION
Online Access:	http://documents.worldbank.org/curated/en/099840001312211991/P17136805cfd1f074095390cb6b01c0c715 http://hdl.handle.net/10986/37080

id	okr-10986-37080
recordtype	oai_dc
spelling	okr-10986-370802022-03-05T05:10:47Z A Landscape Review of ICT for Disability-inclusive Education World Bank INCLUSIVE EDUCATION DISABILITY INCLUSION EDTECH EDUCATION TECHNOLOGY ACCESS TO LEARNING ACCESS TO EDUCATION Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem. 2022-03-04T16:17:23Z 2022-03-04T16:17:23Z 2022-01-15 Report http://documents.worldbank.org/curated/en/099840001312211991/P17136805cfd1f074095390cb6b01c0c715 http://hdl.handle.net/10986/37080 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC Report
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	INCLUSIVE EDUCATION DISABILITY INCLUSION EDTECH EDUCATION TECHNOLOGY ACCESS TO LEARNING ACCESS TO EDUCATION
spellingShingle	INCLUSIVE EDUCATION DISABILITY INCLUSION EDTECH EDUCATION TECHNOLOGY ACCESS TO LEARNING ACCESS TO EDUCATION World Bank A Landscape Review of ICT for Disability-inclusive Education
description	Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
format	Report
author	World Bank
author_facet	World Bank
author_sort	World Bank
title	A Landscape Review of ICT for Disability-inclusive Education
title_short	A Landscape Review of ICT for Disability-inclusive Education
title_full	A Landscape Review of ICT for Disability-inclusive Education
title_fullStr	A Landscape Review of ICT for Disability-inclusive Education
title_full_unstemmed	A Landscape Review of ICT for Disability-inclusive Education
title_sort	landscape review of ict for disability-inclusive education
publisher	Washington, DC
publishDate	2022
url	http://documents.worldbank.org/curated/en/099840001312211991/P17136805cfd1f074095390cb6b01c0c715 http://hdl.handle.net/10986/37080
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A Landscape Review of ICT for Disability-inclusive Education

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