An Exploration of Digital Learning and Inclusive Education in the Caribbean

• In Event: Roundtable Session 1
  In Refereed Roundtable Session: Global practices in inclusive education

Proposal

Inclusive education has been on the forefront of educational priorities around the world. In the Caribbean specifically, these countries have faced copious amounts of challenges implementing inclusive education, including infrastructure, limited resources and limited trained professionals. Approaches such as incorporating digital learning in the classrooms is one step closer to achieving education for all. Gevorgyan (2024) expressed that the application of digital learning in inclusive education has yet to be adequately studied. The literature on digital learning and inclusive education in the Caribbean is insufficient. As such, this research seeks to explore and review similar global literature on the topic to further investigate how Caribbean countries can advance with digital learning in inclusive education.
Understanding the components of an inclusive education system is important in determining the important role digital learning has in its success. Hunt (2020) indicated all of the resources should be dedicated to the reformation of the education system, thereby transforming the learning environment; it must include all learners and offer a myriad of accommodations based on the learner’s individualized needs; it must incorporate trained professionals and staff who are familiar with the principles of inclusive education; transitional supports for all students; partnerships; parental and community involvement; and constant monitoring and evaluation to ensure that there are no occurrences of segregation or integration. This should also include universal design which suggests that inclusion of persons with disabilities requires inclusive physical infrastructure and accessibility to remove barriers and simultaneously improve the experience for all. Creating a learning environment that includes digital learning options can allow for greater focus on tailoring instruction to a learner’s needs. Gevorgyan (2024) asserted that “the lack of a systematic approach to the integration of adaptive technologies into e-learning for students with special needs creates various barriers to achieving the goal of inclusive education (which provides access to education for all students)” (p.91). This emphasizes the urgency for inclusive education systems to move forward with digital learning as a key component in teaching the curriculum.
In the Caribbean context, Blackman (2022) indicated that moving to online learning during COVID-19 in Barbados and Jamaica was sudden for all of those involved and it was important that they acted quickly to adapt. It is no doubt that other Caribbean islands were faced with similar circumstances during this time. Furthermore, Blackman (2022) questioned “the quality of instruction parents provided during school closures” (p. 622) and expressed that “what children learned during school closures varied significantly across socioeconomic levels and will even influence the extent of educational loss experienced post-Covid” (p. 622). While COVID-19 made the transition to online learning at home, it is worth exploring how digital learning can be implemented in classroom instruction within the Caribbean. By exploring the existing global literature on digital learning in inclusive education, several implications can be made to adopt strategies to incorporate digital learning in inclusive education in a Caribbean context.

Author

• Chelseaia Charran, Independent Scholar