Blended learning could be seen as the solution to learning resources accessibility especially when the indicators of measure are limited to distance and time. Distance and time could be said to be the generic indicators for the measure of blended learning, however, these do not solve the problem for everyone in the society. For Inclusive Blended Learning (IBL), different types of users in society should be considered in its design. This is exactly what has provoked the focus of this chapter, to investigate the position of blended learning with respect to people with disability. The chapter's investigation is centered on selected secondary schools in Cameroon and Nigeria.
Nganji, J.T. and Nggada, S. H. (2014). Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion. In N. Ololube (Ed.), Advancing Technology and Educational Development through Blended Learning in Emerging Economies (pp. 159-173). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-4574-5.ch009. [Link to Book Chapter]