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There is a need for more in‐depth exploration of the e‐learning experiences of disabled learners in higher education, taking into account the complex relationship between learners (skills, knowledge and beliefs), their assistive technologies and the e‐learning contexts in which learners are required to operate. Participatory methods appear to have great potential in enabling the voice of disabled learners to be a more central focus of e‐learning studies. This paper will describe and evaluate a two‐year research project called LExDis, which aims to use participatory methods to explore the e‐learning experiences of disabled learners in one higher education institution. The experience of conducting phase one of the LExDis project will be discussed with regards to three main challenges to using participatory methods: informed participation; valued participation; and empowered participation.

The chapter on special education in South Africa initiates with a very comprehensive historical account of the origins of special education making reference to the inequalities linked to its colonial and racist past to a democratic society. This intriguing section ends with the most recent development in the new democracy form special needs education to inclusive education. Next, the chapter provides prevalence and incidence data followed by trends in legislation and litigation. Following these sections, detailed educational interventions are discussed in terms of policies, standards and research as well as working with families. Then information is provided on regular and special education teacher roles, expectations and training. Lastly, the chapter comprehensively discusses South Africa’s special education progress and challenges related to budgetary support, staff turnover, and a lack of prioritizing over the number of pressing education goals in the country’s provinces.

This paper aims to share responses from current literature, a small case study about perceptions and practices of the school of education faculty toward multicultural and educational issues concerning the rapid rise in online environments during coronavirus (COVID-19) experiences and just-in-time strategies for addressing digital equity and educational inclusion in K-16 online educational settings.

This is a conceptual paper that emerged from an action research case study. The study included four faculty in an urban school of education. The faculty participants were asked to provide examples of educational inclusion strategies used during transitioning their courses and advising to online environments in a Research I university. Faculty included one educational leadership, one sports management, one special education and one teacher education professor. Central issues explored practices related to language, technology access, curriculum design and technological competencies and assessment. A driving question was: How do institutions, schools or educators provide learning opportunities to support digital equity and inclusive education practice to maintain and strengthen relationships and core practices of multicultural education during a time of physical distancing during COVID-19? And what are the experiences, barriers, successes?

Research-based transformative knowledge, real situations and practical resources for considering inclusive education curriculum concepts were found that are connecting educators, teachers, learners and communities during this time of crisis.

Methodological limitations that influenced the research design include conducting research in a totally virtual environment, small sample size, lack of diversity in curriculum content and one research site. The data collection was limited to written responses from the faculty participants. This action research study took place in a time frame limited by COVID-19 conditions during a four-month period.

In theory and practice, this new online movement suggests learners, teachers, educators and leaders are gaining experience and knowledge about resources and strategies for using new technologies, assessments and flexible curriculum as powerful tools for building language, curriculum and social-cultural communication bonds across generations and including special needs populations. Such new and emerging strategies could be used to bridge gaps in a time of distancing to support inclusive and equitable learning environments in education to minimize the effects of an emergent COVID-19 digital divide. Social learning culture as constructed, performed and captured in patterns of cooperation among faculties shows the world becoming more open and less restricted by borders. In conclusion, an emerging new conceptual framework is presented in Figure 2 to support action planning to bridge the digital equity access and learning gaps created by COVID-19.

It is in times of strife and difficulty that problems and issues become exacerbated. While some educators easily adapted and took on the challenges of online learning, others needed time for learning and mourning (literally and figuratively). The issues of equity and access have become even more apparent as this paper takes inventory of intersections between multicultural education, special education, sports education and K-16 education overall. This is an excellent time to reflect on how education can address the cultural, economic and social barriers that impact student learning globally for all learners.

The brief collective case study reports educational experiences during a time of crisis that stimulates creative and innovative approaches to creating inclusive and equitable online learning environments to address diverse learning needs. The various and often contrasting educator responses from faculty facing digital and educational challenges present ideas that might be applicable in the global learning environment beyond the COVID-19 pandemic.

Adult education in the UK is on the increase. Between 1994/1995 and 2001/2002 the number of students enrolled in further education increased by 37 percent, to, almost 4.2 million. Overall, 76 percent of adults questioned in the 2001 National Audit Learning Survey had participated in some form of organized learning in the previous three years.

The purpose of this paper is to explore the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the American Disabilities Act (ADA) of 1990. More specifically, this paper focuses on gamification, considers the needs of all learners, including those who identify as disabled, and raises important inquiries about equity and access to technological instructional materials.

Juxtaposing Kapp’s (2012) nine elements of gamification with aspects of accessibility, this paper conceptualizes the challenges and possibilities associated with gamified instructional approaches.

This paper examines gamification in light of potential barriers that exist as disabled learners navigate online courses that include one or more of the following aspects of gamification – game-based, mechanics, aesthetics, game-thinking, engage, people, motivate action, promote learning, and solve problems. Notably, online courses enhanced with gamification elements present potential access barriers and challenges to learners who identify with auditory, cognitive, neurological, physical, speech, or visual disabilities.

This paper initiates an important discussion, and as such, it incepts additional investigations into supporting differently abled learners.

By examining gamification through the lens of accessibility, this paper contributes yet another perspective of teaching, learning, and instructional design.

In addition to socio-economic factors that may preclude one from engaging in a digital play, there is a larger question of how, if at all, gamification is accessible to learners with auditory, cognitive, neurological, physical, speech, or visual disabilities or impairments. This paper raises important questions for educators, education researchers, and game and instructional designers alike to ensure ubiquitous access to gamified digital materials in general, and online, gamified materials in particular.

The past two decades have seen major developments in information technologies which have led to the production of many devices, including computers, that are being used for a wide range of applications for work, education, leisure and daily living. These developments have created some of the most promising possibilities yet available for solving or mitigating the problems of disabled people. Paradoxically, the technology which offers this potential can also become a barrier. This article provides an overview by considering a number of ‘access’ issues that relate to disabled learners.

The purpose of this paper is to address the fact that under current Education Skills Funding Agency (ESFA) funding guidelines, diagnostic assessments for apprentices with additional learner needs are deemed an ineligible cost, which has the potential to reduce access to additional funding and support.

The approach of this paper is to critically evaluate the surrounding literature, government reports and Mencap review produced since the apprenticeship levy and present the implications of these funding guidelines relating to access to apprenticeships and the practical effects of apprentice’s experience and development.

The finding presented by this paper is that the definition of diagnostic assessments as an ineligible cost reduces the quality of training delivered by providers and assurances to apprentices that they will be fully supported from the start of their training.

The limitation of this research was the minimal amount of government/ESFA documentation addressing this subject within apprenticeships.

The practical implications of this paper relate to the on-going delivery of apprenticeship training in the UK, and the detrimental effect of reducing access to diagnostic assessments for apprentices with undiagnosed additional learner needs under the current wording of the Education Skills Agency guidance.

The government policy is currently under review to address this area which is considered an ineligible cost for supporting apprentices with recognised additional learner needs.

The value of this paper is to align with recent Mencap review and collaboratively readdress the ESFA’s current positioning of diagnostic assessments for apprentices with undiagnosed learning difficulties and disabilities as an ineligible cost and non-standardised requirement.

This chapter is an overview of the status of international education with regard to services for special needs students and more specifically learning disabled students in international schools. While some 1,000+schools describe themselves as international, being international does not necessarily describe the services provided to students and families, the philosophical stance of the school or school board, nor does it describe the intent of being international for teachers and students alike. International schools have a very mixed history of serving special education students. This chapter provides a review of the situation for learning disabled and special needs students in international schools, examines the current status of services and provides examples of sponsored projects, professional development programs and international schools created to embrace special needs students.

As skills need to be changed in a dynamic learning environment, employability depends not just on what people already know but on how well they learn, apply and adapt breaking out their comfort zone. This study explores how students from all backgrounds and teachers can engage with inclusive education without discrimination through pedagogy. The research provides a platform through implication for other international readers of developing countries to implement pedagogies of the Indian context.

This archival research focuses on the topical literature to scrutinize efficient ways to elevate the realization of all learners in inclusive settings. What inclusive pedagogy teaching approaches, focusing on the key competences and sustains learning which are effectual in elevating the academic success of all novices.

Educators need to develop their skills and competency by breaking their comfort zone, and individual recital of every faculty affiliate is a decisive feature in accomplishing quality for inclusive education. An education institution also needs to provide passable facilities to academicians and students in order to adapt and utilize technology efficiently without any discrimination. This is an important method of assisting educators to recognize and investigate using this epistemology in new innovative inclusive teaching pedagogy with technologies in industry 4.0.

The study momentarily suggests an innovative pedagogy approach for stakeholders and users to be adapted in current digital arena.

Review of the concepts can provide valuable pointers for policy makers in other jurisdictions contemplating inclusive education. The issues that are dealt with relate to how all students with and without disability can be engaged in a classroom without discrimination, and development is incentivized using Information and Communication Technology (ICT) in teaching pedagogy.

This research study aims to evaluate the capacity and sustainability of an accessible society as a smart society and services with the help of MOOCs and assistive technologies within the learning analytics framework.

Qualitative research was employed in this research that interview forms were conducted to get data from 60 participants. Thematic analysis was used to analyze data.

Research results revealed that MOOCs and assertive technologies are crucial for smart society and opens a map for open pedagogy. Accessible media, services and applications in smart societies are key elements for disabled people lives.

Research is limited to numbers of research participants in northern part of Cyprus.

Establishing strategies and policies for the smart and accessible society and services are intensified need for the disabled people within the framework of learning analytics.

Assistive technologies become medium of facilitating accessible and smart society and services for everyone.

Education plays a great role to enrich services of societies in order to create inclusive efforts to the life of disabled people. United Nations Educational Scientific and Cultural Organizations (UNESCO) underline the main theme of making inclusive and equitable quality education and promoting lifelong learning opportunities for all. In this respect, accessibility, inclusiveness, equity, equality, quality for lifelong learning are main components to foster accessible and smart society for everyone. Integrating the importance of learning analytics creates a value for understanding of being smart society.