Learning Community-An International Journal of Educational and Social Development
Year : 2010, Volume : 1, Issue : 1
First page : ( 78) Last page : ( 83)
Print ISSN : 0976-3201. Online ISSN : 2231-458X.

Technology Enabled Social Inclusion for Children with Special Needs

Singh Vandana

School of Education, IGNOU, New Delhi

Received:  1  March,  2010; Accepted:  7  May,  2010.

Abstract

The EFA Global Monitoring Report (2008, 2009) indicates that not all of the goals associated with EFA will be reached by 2015. The report sends a warning to governments that they must tackle the problem of inequality in education, as education leads to an empowered and fulfilled life. One such group which faces the inequality is children with special needs and there is a need for social inclusion. As highlighted in the EFAand MDG action frameworks, inclusive education could act as both access and quality means for achieving these fundamental aspirations. But, it is also important to note here that Inclusive education policies can be facilitated when cohesive support for inclusive practice is demonstrated. Complimentary commitment to inclusive practice in school management decisions, curriculum planning and resource provision assists this process. However, in order to address these various controversies and assumptions about access and means to the social inclusion of children with disabilities, technology could be potent medium.

Technology is already acting as a key enabler for many activities, such as in working environments, daily communications and handling of administrative affairs, etc. However, it is still necessary to encourage the use of technology in order to enhance social inclusion, which will increase the participation of these children in buiding the knowledge society. According to Warschauer (2000) “Technology for social inclusion deemphasizes the notion of bridging divides and instead looks at the broader goal achieving social inclusion for all - and then considers the role that technology can play within that”. Technology which incorporates universal design principles can be useful to all. More teachers can gain computer literacy and plan these multilevel universal designs into pedagogies and hence can increase the learning opportunities for students with disabilities. This paper is an attempt to discus about importance of technology as the means of social inclusion of children with special needs and also the challenges for the implementing the technology as a tool for social inclusion of children with disabilities.

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Keywords

Social Inclusion, Inclusive Education, Millenium Development Goals.

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