Exploring the use of mobile phones by children with intellectual disabilities: experiences from Haryana, India

Jindal, Nikhita; Sahu, Sudhansubala

doi:10.1080/17483107.2022.2079008

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…While advances in healthcare infrastructure, awareness initiatives, and culturally adapted assessment tools have improved early detection and intervention, socioeconomic disparities and stigma continue to hinder effective support. By addressing these challenges through continued research, service expansion, and fostering a culture of acceptance, rural communities can create a more inclusive environment where individuals with intellectual disabilities can thrive [29][30][31][32][33][34][35].…”

Section: Discussionmentioning

confidence: 99%

Advances and Challenges in Intellectual Disability in Rural India: A Comprehensive Review of Recent Trends

Nanda

2024

J. Educ. Soc. Behav. Sci.

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Intellectual disability (ID) presents a significant public health challenge in rural India, characterized by disparities in access to healthcare, stigma, and socio-economic barriers. This comprehensive review examines recent advances and persistent challenges in understanding, diagnosing, and supporting individuals with ID in rural communities in India. Advancements in diagnosing and intervening in intellectual disability in rural India have been achieved through various approaches, including community-based screening programs, culturally tailored assessment tools, telemedicine, and mobile health solutions. These initiatives prioritize widening access to healthcare services and early intervention, with the overarching goal of enhancing outcomes for individuals with intellectual disabilities. However, formidable challenges persist. Limited access to specialized services, pervasive stigma, socio-economic disparities, and inadequate awareness hinder progress in addressing the needs of individuals with ID in rural India. These challenges necessitate a multi-faceted approach involving policymakers, healthcare providers, educators, and community leaders. Addressing these challenges requires prioritizing the needs of individuals with ID, promoting awareness and advocacy, investing in capacity building, and implementing policy reforms. Collaborative efforts are essential to overcome barriers and ensure that individuals with ID in rural India receive the support and opportunities they deserve. Moving forward, it's essential to prioritize on-going research, expand service provision, and nurture a culture of acceptance and inclusion. These endeavors are critical for shaping a future where individuals with intellectual disabilities in rural India can not only thrive but also actively contribute to their communities. While strides have been made, significant challenges persist in addressing intellectual disability in these areas. Acknowledging these hurdles and collectively working to overcome them is vital for building a more inclusive and equitable society that values the unique contributions of all individuals, regardless of their abilities. In conclusion, the author concluded that while progress has been made, significant challenges remain in addressing intellectual disability in rural India. By acknowledging these challenges and working together to overcome them, we can build a more inclusive and equitable society for all individuals, regardless of their abilities.

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Section: Discussionmentioning

confidence: 99%

Advances and Challenges in Intellectual Disability in Rural India: A Comprehensive Review of Recent Trends

Nanda

2024

J. Educ. Soc. Behav. Sci.

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The use of mobile learning in special education needs and disabilities (SEND) settings: state-of-the-art classification of studies

Muazu,

Adedoyin,

Dogan

et al. 2024

Proceedings of the 17th International Conference on PErvasive Technologies Related to Assistive Environments

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In developed countries, the use of mobile learning particularly has changed the delivery of teaching and learning in mainstream and special schools and evidently improved academic performance, there is still limited research on its use in underserved regions of the world. The purpose of this study is to conduct a review of existing studies on the application of mobile learning as an assistive technology in special education to enable the understanding of the depth of research in the field especially in the African context. The study adopts a systematic literature review approach to guide literature search, identification, and selection on EBSCOHOST and Scopus databases. 34 articles that were published from 2019-2024 in any language were included in this review. The review further classified these studies in terms of their years of publication, countries, aims of research, research methods and target disability the interventions were employed for. The findings revealed that there are a substantial number of studies that specifically considered the application of mobile learning in the education of special needs learners with autism spectrum disorder and intellectual disabilities and fewer studies targeted auditory, visual and communication impairments, and specific learning disabilities that included dyslexia, dyscalculia, and dysgraphia. In terms of countries/regions of research, there were more studies conducted in Asia and Europe, sub-Saharan African countries had the least representations. Quantitative research methods were the most adopted methods of research. CCS CONCEPTS••Human-centered computing•Human-centered computing~Human computer interaction (HCI)~HCI design and evaluation methods•Human-centered computing~Interaction design~Interaction design process and methods•Human-centered computing~Accessibility Additional Keywords and Phrases: mobile learning impact on teaching and learning, mobile learning apps usability, mobile learning apps pedagogy, mobile learning in K-12 education

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Exploring the use of mobile phones by children with intellectual disabilities: experiences from Haryana, India

Cited by 2 publications

References 13 publications

Advances and Challenges in Intellectual Disability in Rural India: A Comprehensive Review of Recent Trends

Advances and Challenges in Intellectual Disability in Rural India: A Comprehensive Review of Recent Trends

The use of mobile learning in special education needs and disabilities (SEND) settings: state-of-the-art classification of studies

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