Authors: Debasish Sarkar
Abstract: The rapid proliferation of Information and Communication Technology (ICT) and Digital Learning Resources (DLRs) has fundamentally transformed the pedagogical landscape globally. However, for students with disabilities in Indian school settings, digital transformation presents a dual reality of unprecedented educational opportunity and severe systemic exclusion. This doctoral study investigates the physical, pedagogical, and technological accessibility of digital learning platforms and evaluates their empirical effectiveness on learning outcomes, cognitive engagement, and social inclusion for students with diverse disabilities across primary and secondary schools in India.Employing a mixed-methods sequential explanatory research design (N=450), data were systematically collected across urban, semi-urban, and rural school establishments in West Bengal, Maharashtra, and the National Capital Region (NCR). Quantitative assessments involved Web Content Accessibility Guidelines (WCAG 2.1 AA) technical compliance audits of flagship state and national digital portals (including DIKSHA, PM e-VIDYA, and SWAYAM Prabha) alongside standardized Likert-scale surveys measuring technological self-efficacy, user satisfaction, and learning gains
DOI: https://doi.org/10.5281/zenodo.23332609
