Department of Educational Studies, Central University of Jammu, Bagla (Raya-Suchani), Distt.Samba, Jammu-181143, India.
Review Article
World Journal of Advanced Research and Reviews, 2023, 20(01), 946-954
Received on 03 September 2023; revised on 21 October 2023; accepted on 24 October 2023
In recent times, there has been a notable surge of interest in inclusive education, especially concerning students with disabilities. As advancements in technology continue to shape educational landscapes, the integration of technological interventions to enhance learning experiences has become a focal point. This study delves into the realm of learning enrichment and enhancement for students with diverse needs through the lens of digital/technological interventions. The primary objective of this research is to explore the impact of various technological interventions on the learning journey of students with diverse needs including disabilities. This paper probes into the theoretical foundations and practical applications of technology-driven approaches to enrich and enhance the learning experiences of students with diverse needs. Drawing from an extensive review of literature and theoretical frameworks, this paper elucidates the multifaceted nature of diversity in education, encompassing differences in learning styles, abilities, cultures, and backgrounds. Moreover present paper advocates for a holistic approach to utilizing technology as a catalyst for learning enrichment and enhancement in students with diverse needs. It also highlights the urgency of reimagining education systems to ensure that every student, regardless of their unique learning requirements, has the opportunity to thrive and reach their full potential through the thoughtful integration of technology.
Inclusion; Technology; Disability; Interventions; Learning
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Monika, Kiran and Sonali Sambyal. Technological interventions for learning enrichment/enhancement in student with diverse needs. World Journal of Advanced Research and Reviews, 2023, 20(1), 946-954. Article DOI: https://doi.org/10.30574/wjarr.2023.20.1.2089