Utilising mobile technologies for students with disabilities

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This paper proposes a model of inclusive technical capital, and its use in the evaluation of technology and education designed to include students with disabilities. This paper also examines the role of mainstream mobile technologies and m-learning in the inclusion of students with disabilities. A recent research project on the inclusivity of native settings and apps on Apple’s iOS and Google’s Android mobile operating systems is reviewed, and a model of evaluation is proposed as a starting point for future evaluations. The paper concludes that mobile technology has advantages over traditional assistive technologies as a tool of inclusive technical capital. However, more needs to be done to develop tablets and smartphones’ native settings and apps to include students with disabilities. It is also found that mobile devices as a whole need to become cheaper in order to make them more socially inclusive.
Original languageEnglish
Title of host publicationCommonwealth Education Partnerships 2015/16
Place of PublicationCambridge, UK
Chapter5 - in Access Inclusion and Equality section
Pages81-83
Number of pages3
Volume2015/16
Edition1
Publication statusPublished - 1 May 2015

Keywords

  • disability
  • inclusion
  • assistive technology
  • inclusive technology
  • technical capital
  • mobile technology
  • tablets
  • m-learning
  • smartphones

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  • Cite this

    Hayhoe, S. (2015). Utilising mobile technologies for students with disabilities. In Commonwealth Education Partnerships 2015/16 (1 ed., Vol. 2015/16, pp. 81-83). http://eprints.lse.ac.uk/61795/1/Hayhoe_Position%20paper_2015_2.pdf