At this year’s Comparative and International Education Society (CIES) global conference in Chicago, the theme was ‘Envisioning Education in a Digital Society’.
In response to this, the conference had many examples of positive and innovative uses of digital technology – but strategies for reaching the most marginalised learners, including children with disabilities, were rarely discussed.
Unequal access to technology and a growing digital divide
The focus on digital education inspired vibrant discussions from different global perspectives, but little was said about the fact that many children with disabilities in low and middle income countries are often unable to access even the most basic technology. When they can, they may not be able to use it effectively due to a lack of support services, the limited skills base of parents and education service providers, poor internet connectivity and unreliable electricity supply.
It is difficult to say whether the limited content covering disability inclusion at CIES this year was a result of the conference focus, a response to recent political and funding shifts or a combination of these and other factors. But it emphasised for us the importance of our ongoing work to ensure that the right of children with disabilities to education is not forgotten, and to provide the technical support and research evidence needed to make these rights a reality.
