Studentiem un darbiniekiem

Htqe.2022.68

https://doi.org/10.22364/htqe.2022.68 | 951-963 | PDF

Inclusive Education in India and Bangladesh – Preliminary Results

Linda Daniela1, Arta Rūdolfa1, Astra Rūdolfa1, David Brown2, Karel Van Isacker3
1 University of Latvia, Latvia
2 Nottingham Trent University, United Kingdom
3 PhoenixKM, Belgium

Abstract. This study was conducted as part of the DIVERSASIA project “Embracing Diversity in ASIA Through the Adoption of Inclusive Open Practices”, co-funded by the Erasmus+ Program of the European Union. DIVERSASIA’s overall aim is to ensure that students with disabilities (sensorial and cognitive) can enjoy the same access to higher education (HE) as their peers without disabilities and enjoy access to digital training materials, open education resources (OERs) and massive open online courses (MOOCs). These are especially relevant to students who cannot currently physically access HE (and instead are part of distance learning schemes and courses) due to existing architectural barriers. The project partners developed questionnaires to be filled in by HE staff and students in order to identify the current situation of inclusive education provision in India and Bangladesh and to understand what focused activities are needed. This article summarizes the results of the staff surveys.

Keywords: Inclusive education, Higher Education, Accessibility, Disability, Barriers to education

Funding 
This work was developed as part of the Erasmus+ project DIVERSASIA (“Embracing Diversity in ASIA Through the Adoption of Inclusive Open Practices”), No. 618615-EPP-1-2020-1-UKEPPKA2-CBHEJP.

Disclosure statement
The authors declare that there is no conflict of interest and that no financial interest or benefit has arisen from the direct application of their research. 

In: Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums
Riga, University of Latvia, 2022. 1135 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2022
ISBN 978-9934-18-911-1