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<p>While digital technology is widely promoted as a catalyst for inclusive education, its benefits for children with disabilities remain uneven in low- and middle-income countries. Guided by an integrated theoretical framework encompassing empowerment theory, social capital, and universal design for learning (UDL), this convergent mixed-methods study examined how digital and assistive technologies are perceived to influence educational participation, social inclusion, and empowerment for children with disabilities in Egypt, with specific attention to rural-urban disparities. Survey data were collected from 314 teachers across schools serving learners with visual, hearing, and physical disabilities, complemented by six parent focus groups. Quantitative results indicated generally positive perceptions of educational impact and attitudes toward digital inclusion, alongside moderate ratings of accessibility and social inclusion and persistent constraints related to infrastructure and support. Location differences were substantial across all domains, with urban teachers reporting higher accessibility (M = 4.21, SD = 0.65) than rural teachers (M = 3.15, SD = 0.78), with large to very large effects across the location comparisons (Cohen’s d = 0.55–1.49). The Accessibility/Availability domain score significantly predicted perceived learning impact, social inclusion, and digital-inclusion attitudes (R² = 0.165-0.369). In contrast, omnibus ANOVAs by disability type taught were not statistically reliable after familywise-error control; Bonferroni-adjusted follow-up comparisons were also non-significant, indicating no statistically reliable disability-category differences under correction. Parent narratives converged with survey findings by describing an urban-rural gradient in device access, connectivity, and support, which shaped the consistency of learning and social benefits. Overall, the findings position digital inclusion as an ecosystem outcome: technology can support participation and empowerment, but its effects depend on equitable access, accessibility-oriented design, and sustained institutional capacity, especially in rural contexts.</p>

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From marginalization to empowerment: Investigating the role of digital technology in reducing social exclusion for children with disabilities in Egyptian schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月7日

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  • Walid Abdelhalim

摘要

While digital technology is widely promoted as a catalyst for inclusive education, its benefits for children with disabilities remain uneven in low- and middle-income countries. Guided by an integrated theoretical framework encompassing empowerment theory, social capital, and universal design for learning (UDL), this convergent mixed-methods study examined how digital and assistive technologies are perceived to influence educational participation, social inclusion, and empowerment for children with disabilities in Egypt, with specific attention to rural-urban disparities. Survey data were collected from 314 teachers across schools serving learners with visual, hearing, and physical disabilities, complemented by six parent focus groups. Quantitative results indicated generally positive perceptions of educational impact and attitudes toward digital inclusion, alongside moderate ratings of accessibility and social inclusion and persistent constraints related to infrastructure and support. Location differences were substantial across all domains, with urban teachers reporting higher accessibility (M = 4.21, SD = 0.65) than rural teachers (M = 3.15, SD = 0.78), with large to very large effects across the location comparisons (Cohen’s d = 0.55–1.49). The Accessibility/Availability domain score significantly predicted perceived learning impact, social inclusion, and digital-inclusion attitudes (R² = 0.165-0.369). In contrast, omnibus ANOVAs by disability type taught were not statistically reliable after familywise-error control; Bonferroni-adjusted follow-up comparisons were also non-significant, indicating no statistically reliable disability-category differences under correction. Parent narratives converged with survey findings by describing an urban-rural gradient in device access, connectivity, and support, which shaped the consistency of learning and social benefits. Overall, the findings position digital inclusion as an ecosystem outcome: technology can support participation and empowerment, but its effects depend on equitable access, accessibility-oriented design, and sustained institutional capacity, especially in rural contexts.