Multi-Country Comparison of ICT and Educational Accessibility for Blind Students
This chapter discusses the importance of information and communications technology (ICT) and educational accessibility for blind and low-vision students, with a focus on policy and implementation strengths, barriers, and areas of improvement in three diverse countries: India, Mexico, and the United Arab Emirates. These three countries each have inclusive education policies, but implementation is lacking. Respective policy development must include implementation plans and adequate funding. Common obstacles include large populations, prejudice, inadequate teacher training, lack of infrastructure, and poverty in rural areas. Common recommendations are recognition that ICT is complex and vital for improved educational access, teacher development, inclusion, and employment outcomes. Notably, these countries must each consider innovative ways for students to access ICT and education. This will take much more concentrated efforts, as well as funding allocations, by governments, organizations, and other stakeholders in the education system.