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A very faceted DIVIDE
The digital divide – the perennial gap between those who can
leverage technology successfully and those who can not – is
not reducing with new innovations. Rather, studies indicate
that new technology actually exacerbates the divide because
the new technology will only be adopted by those who have
come to grips with the predecessor. Technological advances
alone can not be expected to bridge the divide.
The digital divide became a part of social and media consciousness in the 90s, and has since been the subject of several international and local projects that aim to reduce some of the inequity caused by skewed access to IT.
There are many interventions aimed at reducing the chasm between the franchised and the IT impoverished. However, initiatives approach the divide in different ways. Some look at offering up second hand PCs to facilitate the introduction of technology, while others seek to train users in making use of that technology. Approaches run the gamut from technology introduction, training and content provision all the way to making existing tools (such as cell phones) more information rich by utilizing existing infrastructure.
We would like to invite your comments on which axis of the digital divide is in the most need of address in the Middle East, particularly in the education sector. How are educators and students in the Middle East using technology to relay information and content? Is there a considerable digital divide that impedes the transfer of knowledge in the region’s public and private sectors?
Not all initiatives need to span national and provincial boundaries to be successful. Some of the most successful literacy and access projects have been implemented in small communities and neighbourhoods. Though the larger projects are well documented, smaller initiatives sometimes slip by.We welcome your contributions on any small scale digital divide bridging initiative you may be aware of.
Dubai is very rapidly growing, and is also investing in education. Both public and private sectors are booming. However, more still needs to be done for children with special needs to make inclusion a ground reality. There are funds available, but the direction in which they are being spent is not clear. A framework of action is needed.
Experts and doctors should step up to offer expertise and guidance, and help coordinate efforts at inclusion. Parents, teachers and schools will benefit from the advise, and a coordinated effort can be launched to cater for special needs. Experienced advise is one of the most important elements of inclusive education.
Different tools for special needs children
Hi. I just wanted to point out that inclusive education also needs the right equipment.Each differently abled student will have different requirements for reading aids, seeing aids, Braille, audio-visual material and other tools.
So, it is important to work with suppliers to identify the right equipment for any use.
The role of teachers in making buying decisions
In my primary school, we pay attention to ergonomic checks. Our young students need to be looked after. We use many safeguards, such as padded and rounded corners on our furniture, and also chairs that can not tip backwards. But surely many of your recommendations can not be followed by teachers, because they are powerless to determine the level of lighting in classrooms? Shouldn’t the school owners make those decisions?
Special needs counsellors in schools
Your interview with Dr. Eman Gaad about inclusion was interesting. She notes that inclusion is a moral right, and the only way to succeed is to try first. This is true. But as mentioned in a following article, inclusion can increase the workload for teachers,who may or may not have experience in dealing with differently abled students.
Making education better for special needs student has to start with teacher support. Teachers require training, support and resources to integrate special needs children in their classes. Integration with support will only lead to teachers further exhausting themselves with unrealistic workloads and expectations.
I think that a good first step to facilitate inclusion in classrooms would be to hire expert counsellors as full time employees. They would then be on hand to support the teachers where needed, and also work with the special needs students.
Mind mapping and mnemonic techniques
Hello! I am writing about the article by Bob Hext on mind mapping. Mind mapping is a good technique for regular students as well as the special needs students you wrote about.But I would have liked to see other techniques, such as mnemonic tools and cognitive answers explored in the issue. Practical guidelines should have been given for teachers. Thanks.
The ethical way forward
I am a special needs volunteer, and I am writing to state my complete agreement with Dr. Eman. “Inclusion in education is the only utilitarian and ethical way to ensure that differently abled learners play the most active role they can in society.”
I know from experience that it can occasionally be frustrating for educators to have to cope. However, I fully believe that with the right support and training, results can be achieved. Excluding special educational needs learners from classrooms, and from society as a whole, is unethical and short-sighted.
Special needs children should definitely be a full part of society, to the best of their ability. It is the moral and ethical duty of a society to make sure that its most vulnerable are protected and integrated. It is heartening to see that steps are being taken, slowly but surely, to mainstream and include differently abled students in the classroom.
