Ensuring Inclusive and Equitable Access to Education for Persons with Disabilities

Abstract

In most higher education institutions in Mongolia, there are no dedicated inclusive programs for persons with disabilities. Consequently, only 10 percent of young people with disabilities aged 18–34 have enrolled in higher education and obtained a degree. The absence of a supportive learning environment for this population significantly limits their opportunities to participate in mainstream education. E-learning, therefore, holds considerable potential to address these barriers by enabling persons with disabilities to access education regardless of geographical location or time, while supporting continuous lifelong learning. However, the mere provision of internet access and smart devices is insufficient. Effective implementation requires an accurate assessment of the digital competencies of persons with disabilities, the development of appropriate learning resources, and the delivery of training tailored to their abilities. According to a study conducted by the Ministry of Digital Development, Innovation, and Communications, while the adoption of digital technologies and the number of e-services is increasing, the level of digital literacy among persons with disabilities remains as low as 3 percent. This finding underscores the urgent need to enhance their digital skills. This study focuses on persons with visual, hearing, and speech impairments. It evaluates their current level of digital competence, assesses the accessibility of the most frequently used websites and mobile applications, and explores strategies for improving the accessibility of e-learning. The research employed internationally recognized evaluation methodologies, including focus group discussions, direct observation, and surveys, to produce and analyze the findings.