Education policies through data driven decision making: accelerating inclusive education for people with disabilities

Shivashankar, Karthik and Bakthavatchaalam, Venkat 2024. Education policies through data driven decision making: accelerating inclusive education for people with disabilities. Singh, Rubee, Khan, Shahbaz, Kumar, Anil and Kumar, Vikas, eds. Artificial Intelligence Enabled Management: An Emerging Economy Perspective, Boston: De Gruyter, pp. 15-32. (10.1515/9783111172408-002) Item availability restricted.

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Abstract

This research explores the development of data-driven management practices and policies to address the educational needs of children with disabilities within an evolving economic landscape. Around 1.3 billion people globally live with disabilities, with 80% in developing nations. The proposed model, targeting these marginalised groups, incorporates a data-driven approach segmented into three levels: school, regional, and national. In this work, initial non-intrusive data collection at the school level identifies students’ needs based on demographics and unique requirements. Regional bodies collect similar data from the participating schools to define policies tailored to the particular needs of the demography. Centralised data from various regions informs national-level analysis, allowing for evaluating teaching practices and leading to data-informed policies and procedures. This interconnected system promotes the development of indigenous practices at school, regional, and national levels and ensures adequate documentation and sharing of successful strategies. Integrating AI with wearable technologies, tailored content delivery, virtual classrooms, and empowering educators provides a multifaceted solution. Collaborative efforts between technology companies, educational institutions, and governments are vital for overcoming existing challenges. This research illustrates AI’s potential in crafting an inclusive, personalised, and efficient learning environment for children with disabilities, particularly in emerging economies, which would be helpful for special needs school management, policymakers and governmental bodies.

Item Type:	Book Section
Date Type:	Publication
Status:	Published
Schools:	Schools > Engineering
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education T Technology > TA Engineering (General). Civil engineering (General)
Publisher:	De Gruyter
ISBN:	9783111171050
Funders:	Cardiff University
Date of First Compliant Deposit:	21 June 2025
Last Modified:	23 Jun 2025 14:45
URI:	https://orca.cardiff.ac.uk/id/eprint/179246

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