ICT ACCESSIBILITY IN CURRICULUM TRANSACTION FOR CHILDREN WITH SPECIFIC LEARNING DISABILITIES: TEACHER’S PERSPECTIVE

Life in the 21st century is impeding the use of technology in all the aspects, offering exciting possibilities to create vast opportunities for student learning. Being digital native, digital inclusion and leadership role in ICT integration in education require strategic planning and management in the curriculum transaction process for children with specific learning disabilities. When principles of universal design are applied to curriculum development, curriculum adaptations, such as modifications to how the content is represented, how it is presented or how students engage through ICT with the content and barriers to learning are addressed. In the present study, purposive sampling method was employed to gather the information in which the sample size of 40 special educators/teacher's of special and inclusive schools of Delhi-NCR, using a structured self developed close-ended questionnaire. The information regarding teachers perspective towards ICT accessibility in curriculum transaction for children with specific learning disabilities was gathered and results were interpreted based on data analysis . The study reveals that majority of special educators and teacher's working special educators/teacher's showed positive inclination in their perspective and proved that Information and Communication Technology (ICT) accessibility in the learning environment is an effective tool in instrumenting curriculum transaction for children with specific learning disabilities.