Item history (LFriese, Mon Jun 05 2023 15:08:27 GMT+0100 (BST))

TY - JOUR
TI - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review
AU - Lynch, Paul
AU - Singal, Nidhi
AU - Francis, Gill Althia
T2 - Educational Review
AB - Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
DA - 2022/04/04/
PY - 2022
DO - 10.1080/00131911.2022.2035685
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 27
SN - 0013-1911
ST - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries
UR - https://doi.org/10.1080/00131911.2022.2035685
Y2 - 2022/05/30/11:44:51
L1 - https://www.tandfonline.com/doi/pdf/10.1080/00131911.2022.2035685?needAccess=true
KW - assistive technology
KW - disability
KW - Educational technology
KW - inclusive education
KW - low- and middle-income countries
KW - primary education
ER -

TY - JOUR
TI - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review
AU - Lynch, Paul
AU - Singal, Nidhi
AU - Francis, Gill Althia
T2 - Educational Review
AB - Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
DA - 2022/04/04/
PY - 2022
DO - 10.1080/00131911.2022.2035685
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 27
SN - 0013-1911
ST - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries
UR - https://doi.org/10.1080/00131911.2022.2035685
Y2 - 2022/05/30/11:44:51
KW - assistive technology
KW - disability
KW - Educational technology
KW - inclusive education
KW - low- and middle-income countries
KW - primary education
ER -

group: 2405685

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item.extra: Publisher: Routledge _eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2405685:CB7LMISX

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