Bridging Communication Gaps: Real-Time Sign Language Detection Platform
A. Rane, Shrutika Gurav, Aditya Singh, Anvita Birje · International Journal for Research in Applied Science and Engineering Technology · 2025
Abstract: This paper adopts an interdisciplinary methodology that mixes digital education with disability theory to examine disabled children's digital use practices for educational purposes. Research indicates that children's lives have been revolutionized through interaction with digital technologies, i.e., computers, laptops and mobile phones. Nevertheless, empirical research on disabled children's uses of technology is still in its infancy, especially research that incorporates disabledown opinions in context. As a reply, an exploratory, participatory research investigation was undertaken with the aim to learn about up-to-date, visually impaired children, as a case study in point, having used digital technology for learning, in the situation of inclusive education policy. Disabled children and staff were interviewed in English mainstream schools; data were analyzed based on social practice theory to outline digital use practices defined as digital learning and digital accessibility practices in addition to children's experiences. Findings were mixed. Children perceived advantages in utilizing digital technology, specifically tablets, for educational purposes. However, digital accessibility practices were possibly stigmatizing and had an added task burden to overcome difficulties that arose when teachers had not established inclusive digital pedagogy. The paper addresses the implications of these findings and urges more research to lead schools to utilize digital technology to facilitate inclusion.