This is not just because it is fairer and widens participation in learning, but because, per student, the inclusive approach is less expensive than separate special provision. Even with the progress made, serious problems remain. Disabled students, even the well qualified, can find major hurdles before them in advancing to the higher stages of education and in gaining access to good jobs. So critical is technological competence now to social and economic life that there is now a new dimension to exclusion, that of the digital divide. Studies show that better access to computers and the Internet is linked to social advantage, ethnic and educational background, and even where someone lives.
Access is important but there is a risk of the digital divide being over-simplified.
Instead of being narrowly technological, to be bridged primarily through investing in more computers and Internet connectivity, it has deep social and educational roots calling for a broad range of policies. Wider access to ICT is needed in libraries and community centres as well as schools. Partnerships have to be built with the telecommunications companies. An ICT dimension should be integrated into broad social and educational equity strategies. Inequalities persist past basic schooling.