Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.24, 2020 137 Adopting Information and Communication Technologies for Effective Inclusive Education Idorenyin Edet Johnson 1 Agnes Lambert Udo 2* 1.Department of Curriculum and Teaching, Faculty of Education, University of Calabar, Calabar, Cross River State, Nigeria 2.Department of Curriculum and Teaching, School of Education, College of Education, Afaha Nsit, Akwa Ibom State, Nigeria Abstract Education had been identified and used the world over, as the most dynamic tool to achieve societal change. Over the centuries, it has been consistently used to achieve behavioural change and make man useful to himself and his society. However, it has been observed that formal education tends to exclude children and adults who have physical, emotional, intellectual, psychological, locational, linguistic and other challenges. Whereas for education to maximally achieve its objectives, it has to be inclusive. Inclusive education implies an educational system which must include disabled and gifted children, children from remote and nomadic population, street and working children, children from linguistic, ethnic, or cultural minorities as well as children and adults who are disadvantaged or marginalized. To this end, there arise a need to meet the need of every learner and ensure that no one is left out during an instructional exercise. Based on the dynamism of Information and Communication Technologies (ICTs) in education, the writers believe strongly that, if educational ICTs are appropriately adopted and effectively utilized, the challenges of inclusive education could be mitigated. This paper therefore takes a look at the definition, coverage, benefits and challenges of inclusive education. It x-rays ICTs and points out the necessary ICT tools for inclusive education. It outlines the benefits and challenges associated with the effective use of ICTs in inclusive education. Finally, the paper makes replicable recommendations for effective engagement of ICTs in inclusive education for enhanced efficiency. Keywords: Inclusive education, Marginalized, Technological gadgets, Modern ICTs DOI: 10.7176/JEP/11-24-16 Publication date:August 31 st 2020 1. Introduction Over time, the world over, education has been identified and used as a dynamic change agent. The level of development of a given people has always been considered to be directly proportional to their level of educational attainment. Education is the mirror of a society to the world. It is also a process by which an individual acquires life skills needed to develop and conquer his environment for a better living (Singal, 2006). Education also plays a role in differentiating individuals who are learned from those who are not in many ways. Therefore, the 1994 world conference on Special Needs Education held in Salamacana recommends that for education to maximally achieve its goals, it has to be inclusive. Considerably, there are barriers that are inherent in the educational strategies and programs which make education insufficient, inaccessible and unaffordable to some children, youths and adults. This makes for marginalization and exclusion of some persons due to variation in culture, age, ability, place of residence and economic state. Peetsma (2001) observes that currently, the international education and social policy tends to turn towards those who are at risk of being excluded, to integrate them in the society and provide them with access to quality of basic education. This approach implies reaching out to those who are deprived of the opportunity to receive formal education due to inborne or acquired impairment, socio-economic deprivation, war, conflict or other negative factors which constitute barriers to learning (Singal, 2006). As asserted by Singal (2008), inclusive education aims at promoting academic learning, social competence and skills, attitudinal change, and positive peer relations, thereby leading to the growth of the whole community where every member plays a valuable role. According to Lindsey (2007), the status of inclusive education in developing countries typically highlights difficulties in the implementation thereof. The author further outlines the challenges to include limited governmental support, inadequate funding, ineffective policies and legislations, insufficient manpower, political instability, economic crisis as well as ineffective and insufficient engagement of educational technologies. Over the years, and in every field of human endeavor, the systematic application of relevant technologies has always proven dynamic in solving problems. In the field of education, engaging Information and Communication Technologies (ICTs) has altered rigidity in the way education is delivered, thereby enhancing the effectiveness and efficiency of education. Petty (2012) observes that effective technological integration can help provide all learners the ability to access the general educational curriculum, offering them multiple means to complete their tasks with so much ease, in what seemed impossible.