Disability-inclusive education is when persons with disability (PWD) and any people that require more steps or preparation for accessing any resource are fully emerged in the imitative for inclusive education. In other words, inclusive education helps children with disabilities to prepare for full participation in community life. Therefore, education should be provided regardless of any of the barriers and challenges that people with disabilities may have. Not just for PWD, but inclusive education should encompass any group and community, or individual hoping to receive education. Henceforth, inclusive education is not only for children but also for those who are hoping to access education but cannot because of a physical or social or any type of barrier. Therefore, technology may enable for a platform that gives access to the virtual learning. Persons with disabilities should have the equal opportunity from the stages before, during and after receiving education—for employment and other social activities. These initiatives all start from education and educational empowerment is so crucial to all of the other results that we hope to bring to our community.
Education, as part of the 17 Sustainable Development Goals from the United Nations framework, is important for the education goal from SDG Goal 4. The Sustainable Development Goal 4 ensures “inclusive and equitable quality education and promote lifelong learning opportunities for all”. According to the United Nations, many developing nations are still lacking the basic infrastructure and facilities that provide an effective means of learning. Therefore, because there is lack of access to education infrastructures, there are not enough ability for those developing nations to have the same level or better yet the same accessibilities to receive education. In this time of technological development, education plays a huge role in terms of how education can be accessed and how the quality of education is, who more is able to receive the education, and which better ways we are able to hold global summits and conferences. Not only does technology allow for distance-barriers for conferences, but also for those physically unable to access these sites.
Many supports the scope of education through ICTs and believe that ICT can improve the learner’s motivation and engagement for learning. With the transformation in the “cool” technological tools, there can be a paradigm shift to a “learner-centered” environment. This enables the teachers to enforce more engagement from students and from the professors with the tool available. Then, we start to question the quality of education that is done online. To what extent can ICT play a role in the quality of education and not just the inclusivity of this subject in hand? What do we do to ensure that the facilitation of education still has high quality and enhances the environment in which education is hosted online and through other ICT platforms?