Information and Communication Technologies and Education for People with Disabilities: An Exploration of Current Practices and Teachers' Perceptions in Vietnam

• In Event: Digital pathways and possibilities: The role of technology in transforming education across Southeast Asia

Proposal

Introduction

As digital technologies reshape society and education globally, their potential to support inclusive education for students with disabilities remains a critical area of inquiry, particularly in developing countries. The integration of Information and Communication Technologies (ICTs) in education has been recognized as a powerful tool for enhancing learning experiences and outcomes for all students, including those with disabilities (UNESCO, 2019). However, the implementation of ICTs in special education settings presents unique challenges and opportunities, especially in developing countries where resources may be limited (Istenic Starcic & Bagon, 2014).
Vietnam presents an interesting case study due to its rapid economic growth and increasing investment in education, coupled with a significant population of persons with disabilities (Nguyen et al., 2019). Although the country has been promoting inclusive education through various policies, the extent to which ICTs have been effectively integrated into education for PWD remains understudied.
Research has shown that teachers' attitudes and perceptions play a crucial role in the successful integration of ICTs in education (Teo, 2011). In education for PWD, teachers' beliefs about the efficacy of technology and their own ability to use it effectively can significantly impact implementation (Aldunate & Nussbaum, 2013). Moreover, factors such as access to resources, technical support, and professional development opportunities have been identified as key determinants of ICT adoption in educational settings (Buabeng-Andoh, 2012).

Methodology

This study is grounded in the Diffusion of Innovations theory (Rogers et al., 2014), the Technology Acceptance Model (Davis, 1989) and the Theory of Affordances (Chemero, 2003). The study employs a mixed-methods approach, combining quantitative surveys (n=638) with qualitative interviews (n=121) of teachers across elementary, secondary, and tertiary levels in Vietnam. This design allows for both extensiveness and depth in understanding the complex interplay between technology, pedagogy, and inclusive education in the Vietnamese context.

Findings

Key findings reveal significant disparities in ICTs infrastructure and access between urban and rural areas, mirroring broader digital divides.
In special and inclusive education contexts, specialized software such as screen readers, speech-to-text tools, and adaptive learning platforms are employed to support students with various disabilities. However, the availability of these tools is often limited due to high costs and lack of Vietnamese language support.
Teachers' attitudes towards ICTs integration are generally positive, with many recognizing its potential to enhance inclusive education. Benefits cited include increased student engagement, personalized learning opportunities, and improved access to information for students with disabilities. However, challenges such as insufficient training, technical issues, and concerns about equitable access temper this enthusiasm.

Significance

By investigating the types of ICTs used, teachers' attitudes and perceptions, and the factors influencing ICTs adoption, this research contributes to envisioning education in an increasingly digital society while addressing concerns of equity and inclusion. The study aims to fill a gap in the literature by providing insights into the specific challenges and opportunities of ICTs integration in special education in a developing country context, contributes to the broader discussion on leveraging technology to create more equitable and accessible learning environments for all.
The findings of this study have the potential to inform policy and practice in Vietnam and other developing countries, guiding efforts to harness the power of ICTs in creating more inclusive and effective educational systems.

Relevance to the conference theme

This research directly addresses the CIES 2025 theme "Envisioning Education in a Digital Society" by examining the integration of digital technologies in special education in Vietnam. The research addresses several key issues raised in the call for proposals:
1. Digital divide: The study reveals how unequal access to ICTs resources can intensify educational inequalities, particularly for PWD in rural areas.
2. Ethical concerns: Teachers' perspectives on privacy, data security, and the appropriate use of technology are explored.
3. Digital competencies: The research highlights the need for enhanced teacher training in ICTs skills and digital pedagogy to effectively support PWD.
4. Policy implications: Findings suggest the need for targeted policies to address ICTs infrastructure gaps, provide specialized assistive technologies, and support teacher professional development in inclusive digital education.

Conclusion

This study provides valuable insights into the current state of ICTs integration in education for PWD in Vietnam, offering a nuanced perspective on the opportunities and challenges of leveraging digital technologies for inclusive education in developing countries. The findings underscore the need for interventions to bridge the digital divide, enhance teacher training, and develop culturally appropriate and accessible digital resources. This research highlights the importance of ensuring that technological advancements serve to enhance, rather than hinder, educational equity and inclusion for all learners, including those with disabilities.

Author

• Chau Cao, Dai Nam University