ICT in Inclusive Primary Education: Availability, Challenges, and Teacher Readiness in Keonjhar and Mayurbhanj Districts
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n06.026Keywords:
ICT, Inclusive education, Primary SchoolsAbstract
The integration of ICT in inclusive primary schools has the potential to enhance teaching and learning experience, making education more accessible, engaging and effective for all students, including those with disabilities. This study investigates the extent and challenges of ICT usage in primary inclusive classrooms within the Keonjhar and Mayurbhanj districts of Odisha. With three objectives and three research questions, the research aimed to assess ICT availability, usage, and challenges in these regions. A survey research design was applied, selecting 60 primary schools (30 from each district) through stratified random sampling. Data was gathered using a five point rating scale questionnaire. The findings revealed that the availability of ICT resources was generally below 50%, and these resources were not being used by teachers or students. Key challenges identified included the low computer literacy of teachers, inadequate ICT resources, lack of funding and insufficient technical personnel. This study highlights the need for a collaborative approach involving educators, policy makers and stakeholders to ensure the successful integration of ICT in inclusive education. Strengthening policy implementations and community participation can help bridge the digital divide, ultimately promoting equitable and quality education for all learners.
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