EdTech for Learners With Cognitive and Learning Disabilities: A Rapid Evidence Review for the Southeast Asian Region
Resource type
Report
Authors/contributors
- Mitchell, Joel (Author)
- Thang, Sarah (Author)
- Zhao, Annette (Author)
- Hinks, Jessica (Author)
- Rabi, Asma (Author)
- Ullah, Noor (Author)
- Zazai, Rozina (Author)
- Emerusenge, Aime Parfait (Author)
- Barnes, Katrina (Author)
- D’Rozario, Jonny (Author)
- Afzal, Nimra (Author)
Title
EdTech for Learners With Cognitive and Learning Disabilities: A Rapid Evidence Review for the Southeast Asian Region
Abstract
This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/.
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for the education of learners with special educational needs and disabilities (SEND) in the Southeast Asian region, specifically those with cognitive and learning disabilities. It summarises how EdTech is currently being used with these learners, explores how effective these implementations are, and highlights the benefits and challenges of EdTech in this context. The following countries are included in the review’s scope: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. We discuss the nature of EdTech for learners living with cognitive and learning disabilities, the effectiveness of these initiatives, and barriers for accessing EdTech.
The RER aims neither to advocate nor discourage the use of technology to support education for learners with coginitive and learning disabilities, but rather to provide an accessible summary of existing evidence on the topic so that educators, policymakers and donors might make informed decisions about the potential role of technology in delivering education for learners with SEND.
Keywords: SEND; RER; cognitive disabilities; learning disabilities; EdTech; Southeast Asia
An output of the EdTech Hub, https://edtechhub.org/
Report Type
Rapid Evidence Review
Institution
EdTech Hub
Date
2024
Language
en
Call Number
edtechhub.1023
Rights
Creative Commons Attribution 4.0 International
Extra
DOI: 10.53832/edtechhub.1023
ZenodoArchiveID: 10987889
ZenodoArchiveConcept: 10987888
Citation
Mitchell, J., Thang, S., Zhao, A., Hinks, J., Rabi, A., Ullah, N., Zazai, R., Emerusenge, A. P., Barnes, K., D’Rozario, J., & Afzal, N. (2024). EdTech for Learners With Cognitive and Learning Disabilities: A Rapid Evidence Review for the Southeast Asian Region [Rapid Evidence Review]. EdTech Hub. https://doi.org/10.53832/edtechhub.1023
Learners
Educators
Education systems
Hardware and modality
Educational level
Within-country contexts
Language of publication
Publisher and type
Research method
Topic Area
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