At the global conference of the Comparative and International Education Society (CIS) of this year in Chicago, the subject was to «imagine education in a digital society.»
In response to this, the conference had many examples of positive and innovative uses of digital technology, but the strategies to reach the most marginalized students were rarely discussed, including children with disabilities.
Unequal access to technology and a growing digital division
The approach to digital education inspired vibrant discussions from different global perspectives, but little was said about the fact that many children with disabilities in low and medium income countries can often not access even the most basic technology. When they can, they may not be able to use it effectively due to the lack of support services, the limited skills base of the parents and the educational service providers, poor internet connectivity and the supply of unreliable electricity.
It is difficult to say whether the limited content that covers the inclusion of disability in the CIS this year was the result of the conference approach, an answer to recent political and financing changes or a combination of these and other factors. But he emphasized the importance of our in progress to ensure that the right of children with disabilities to education is not forgotten, and provide technical support and evidence of research necessary to realize these rights.
