Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention Hanna Alasuutari, María Barron, Cristobal Cobo, Sophia D’Angelo, Changha Lee, and Yilin Pan + TEDDIE Operational Toolkit Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention + TEDDIE Operational Toolkit Version 1.0 October 2023 © 2023 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the information included in this work. 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All queries on rights and licenses should be addressed to TEDDIE, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; e-mail: inclusive_education@worldbank.org. Cover and interior design: Alejandro Scaff, Washington, DC, USA Contents What is TEDDIE? 1 Why is TEDDIE needed? 1 How can TEDDIE be applied to 2 different country contexts? What are TEDDIE’s 2 capabilities? 3 Who is TEDDIE for? How can TEDDIE be piloted to meet 3 the needs of a specific country? What are the key considerations 8 for implementing TEDDIE? iii Acknowledgments This technical note on Costing a Tech- TEDDIE work could not have happened EnableD Disability Inclusive Education without the generous support and advice (TEDDIE) Intervention is part of the of the World Bank education teams and deliverables of TEDDIE instrument and other staff members in The Gambia and toolkit, which were developed under the Mongolia country offices. The development leadership of Hanna Alasuutari (Senior of the costing tool and its application in Education Specialist, Global Lead for two piloting countries, The Gambia and Inclusive Education) and Cristobal Cobo Mongolia, were financed by the Inclusive (Senior Education Specialist, EdTech Team). Education Thematic Group of the World The core team included María Barron Bank Education Global Practice and the (World Bank Analyst, EdTech Team), Sophia Inclusive Education Initiative (IEI), a multi- D’Angelo (World Bank Short Term Inclusive donor trust fund overseen by the World Education Consultant), Changha Lee Bank. The team appreciates all the support (World Bank Extended Term Consultant, which ensured completing all the planned EdTech Team), and Yilin Pan (World Bank deliverables. Short Term Consultant, Education Finance Team). The authors and team members Overall guidance for the development and are listed in alphabetical order of their last preparation of the TEDDIE package was names as co-authors of this publication. provided by Halil Dundar (Practice Manager, The package benefits from the inputs of Global Knowledge and Innovation Team), Jayanti Bhatia (World Bank Short Term Luis Benveniste (Global Director, Education, Education Consultant). The team is grateful World Bank) and Jaime Saavedra (HD for the guidance received from the five peer Director, Latin America and Caribbean). reviewers: Alaka Holla (Senior Economist, GGHCE), Huma Kidwai (Senior Education The note was designed by Alejandro Specialist, HAEE2), Lauri Pynnönen (Senior Scaff. Jee Yoon Lee was the chief copy Education Specialist, HEAED), Deepti Raja editor. Janet Omobolanle Adebo provided (Social Specialist, SSIGL), and Noah Yarrrow administrative support. (Senior Education Specialist, HAWE2). The Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention iv what is TEDDIE? Tech-EnableD Disability Inclusive as teachers and teacher training, the costs Education (TEDDIE) is an instrument of monitoring and evaluation, etc. TEDDIE comprising a costing tool and an case study/research refers to the process implementation toolkit to help policy of applying the Excel tool in a country, which makers estimate the cost of procuring, involves conducting primary research in utilizing, and maintaining an intervention that specific context and drawing upon the that leverages technology to support lessons learned. learners with disabilities. A TEDDIE instrument refers to all TEDDIE- Why is TEDDIE needed? related products, including a costing tool and implementation toolkit. Using a TEDDIE was introduced as part of the TEDDIE instrument requires an inclusive recommendations of Landscape Review of EdTech intervention to implement at the ICT for Disability-Inclusive Education (World national, regional, local, or school level. An Bank 2022) which identified the need to effective use of TEDDIE involves designing develop a tool to help countries consider the selected intervention and working with the availability and costs of accessible government focal points to use the available EdTech and assistive devices to support information and data sources to cost out reasonable accommodations for learners that intervention. with disabilities. The review presents a 6Ps framework in which technology functions The TEDDIE costing tool can be used to within a broad system of factors to enable generate a report that can subsequently be a sustainable impact on education at scale. used to inform inclusive education reform; The 6Ps framework includes the following: implement a program; or prepare a project, people (the users and implementers), law or policy draft, concept note or proposal product (the device, hardware, or software for donors/funders, among others. The being used), pedagogy (how the technology TEDDIE costing tool specifically refers to is used to maximize learning), place (where the Excel tool used to cost out a minimum the intervention will occur), provision package. (funding and support for the intervention), and policy (the government stance in The TEDDIE implementation toolkit relation to the intervention). includes an intervention, minimum package, and case study/research. A TEDDIE TEDDIE can be used to accompany and intervention refers to the processes and support policy processes on inclusive pedagogies that are used to implement a education; it provides initial answers to minimum package, i.e., how those inputs questions related to costs and financing, are applied, used, monitored, and adapted in the short and long term, of inclusive over time (five years). The processes and education and the required assistive pedagogies include mainstreaming inclusive technologies. Furthermore, TEDDIE education through the use of technology, supports policy makers in quantifying equipping a subset of schools with inclusive not only the costs of hardware, software, technologies, increasing teachers’ capacity and devices but also the human capacity to use and apply technologies, among costs, such as teacher training, and the others. A TEDDIE minimum package ongoing maintenance and replenishment of refers to key inputs and associated costs inclusive technologies that are vital for the of a technological intervention, including effectiveness and sustainability of ICT and materials and tools such as hardware and EdTech solutions (World Bank 2022). software, as well as human resources, such Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention 1 How can TEDDIE be applied to different country contexts? In countries with emerging inclusive education policies and developing assistive tech resources, the TEDDIE instrument can support efforts to provide a TEDDIE minimum package of key inputs and associated costs of a technological intervention. TEDDIE can also be considered for use to build capacity among policy makers, by offering major considerations, challenges, and tradeoffs when designing a technological intervention, or identifying priority areas for inclusive education and EdTech policies. In countries with more established inclusive education policies and tech eco-systems, TEDDIE can strengthen existing efforts to improve current inclusive education policies, by focusing on training teachers; updating devices, hardware or software; or trialing more high-tech and innovative solutions; among other things. TEDDIE can also function to identify gaps for improvement and next steps. are TEDDIE’s capabilities? Table 1. TEDDIE Capabilities TEDDIE can… TEDDIE cannot… » Estimate the price of procuring and » Offer a prescriptive TEDDIE maintaining inclusive ICT (hardware, intervention to implement in a software, and human resources) for country. Each intervention must a specific intervention or program be tailor-made and shaped by the designed or co-designed by policy country’s context, government makers. priorities, local tech markets, and learner needs. » Provide a menu of options and costs of the inclusive ICT resources, from which » Collect or generate new data. The tool policymakers can decide or agree upon is informed by available data. a minimum package to carry out their intervention or program. These costs » Provide an exhaustive menu of include, but are not limited to, EdTech resources that can potentially tools, teacher (and other specialist) support learners with disabilities. The training and salaries if relevant, options are endless, but this brief is and costs of maintenance, repair, designed to help stakeholders think monitoring, and evaluation. through major considerations when trying to decide which hardware, » Provide information to estimate short- software or humanware (people’s to medium-term costs to implement capacities) to select. the intervention or program. » Differentiate the cost benefits for » Become a tool that is frequently learners with and without disabilities. updated to reflect policy changes or Inevitably, all learners, including intervention refinements or changes. learners without disabilities, will It can also accompany processes of benefit from having a more inclusive scaling up interventions. and tech-enabled environment. Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention 2 Who is TEDDIE for? The policy environment. How can a TEDDIE intervention be designed to The TEDDIE instrument is aimed to support the government’s current support policy makers at Ministries of political agenda? What policies, laws or Education, Health, Social Protection, plans address EdTech in general, and for Finance, and Digital Development to plan learners with disabilities in particular? for inclusive EdTech interventions. For example, relevant ministries and other Garnering government support is vital government bodies, with the assistance to ensuring TEDDIE interventions are of World Bank Task Team Leaders, can effectively implemented and sustained use the information provided by TEDDIE over time. Analyzing existing policies, in their decision-making processes plans, and priorities allows stakeholders to regarding inclusive education and the strategically align with and support national provision of EdTech including assistive goals, identify entry points for integration, technologies. TEDDIE can also be used by surface gaps to fill, coordinate stakeholders, donors, other international organizations, and craft proposals that are politically and nongovernmental organizations, civil financially feasible. This policy-grounded society, and the private sector. approach helps ensure TEDDIE complements and strengthens the government’s vision for can TEDDIE be piloted inclusive, quality education. to meet the needs of a In some countries, the government may specific country? already have a predesigned program, or There are three key steps to piloting other intervention that it wishes to cost TEDDIE to meet the needs of a specific out. In these cases, step 1 may include the country. The following includes descriptions need to become familiar with the design, and questions for each of the three tools, technologies, and human resources of steps. Addressing the accompanying key the government, and to identify any gaps questions will help to contextualize and that may need further consideration. tailor the TEDDIE minimum package and intervention for a country’s specific needs. Data on learners with disabilities. What data are available on learners with disabilities and how can this data inform Step 1. Understand the the design of the TEDDIE intervention? country context Effective use of TEDDIE within a specific One of the principles of designing EdTech country context depends on a detailed solutions depends on a user-centered and analysis of three key components: (a) policy inclusive approach (World Bank 2020). environment, (b) data on learners with For TEDDIE interventions, the end user is disabilities, and (c) the EdTech landscape. the individual student with a disability, Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention 3 and a teacher or another adult who will The EdTech landscape. How does the help facilitate learning. Comprehensive current EdTech ecosystem in a country data on learners with disabilities and facilitate the design of a TEDDIE their functional needs (according to the intervention? Washington Group’s questions) are thus a critical ingredient for the development While technology can be a catalytic tool of a contextually relevant TEDDIE to support learning for all students, there intervention. Learners with disabilities exist large disparities in access to reliable are not a homogeneous group; they have electricity and the internet both across and diverse support needs. For example, a within countries. Rural and remote regions country may have data on the number may have unreliable internet connectivity, of learners with visual difficulties, but and therefore online digital solutions may the data do not provide details about the not be a viable option. Initial diagnostics number of learners who are fully blind and of the Edtech ecosystem of a country will need access to screen readers or text- help identify the sorts of technology that to-speech software, or the number of are feasible within a specific country’s learners who have low vision and require context. During this process, stakeholders prescription glasses, handheld magnifiers, should inventory the hardware and or magnification software. Likewise, data software used in schools (or other settings may be incomplete regarding the diverse where learning takes place such as library, needs of learners with developmental community center or similar), so that a or intellectual disabilities (e.g., autism minimum package can be designed to build and neurodiversity, print and reading on the available resources, and especially difficulties such as dyslexia, dyscalculia, locally sourced resources, as long as these or dysgraphia). Detailed data may also resources are of quality and deemed be missing for learners with physical effective in the country context. Awareness difficulties who are also a diverse group and of the current devices and the operating may include learners with difficulty moving systems used in a country or region will their lower limbs or those with fine motor help to ensure compatibility for a TEDDIE difficulties in moving the upper limbs; data intervention. USAID’s Using ICT for Universal may be incomplete on the needs of these Design for Learning (UDL) includes a learners who may require different types of comprehensive list of questions to consider wheelchairs and walkers to get around the when mapping the Edtech landscape or room, or devices to help them hold and grip ecosystem (Bane et al., 2020). technology for learning. While mapping the EdTech landscape, When data at the granular level it is important to engage private sector for students are unavailable, it is actors, who may have a more nuanced recommended that stakeholders consider understanding of the potential EdTech designing a minimum package for a solutions in each country context. The different unit of measurement, such as a private sector can be an invaluable enabler teacher, a classroom, or a school. Minimum in ensuring that accessible, affordable, packages can also be designed to equip high-quality assistive technologies will a teacher training college, an inclusive reach and empower learners. Through education resource center, or any other research and development, local facility where learners with disabilities may manufacturing, procurement assistance, engage in teaching and learning processes. widespread distribution even in remote It is important that decisions are informed areas, ongoing maintenance and technical by the available data in any given context. support, innovative financing options, cross-sector partnerships, and overall market growth, private companies can Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention 4 drive critical advancements. By innovating used as a springboard to explore additional new technologies, producing devices locally, or alternative options. Recommendations facilitating access, providing training, for selecting hardware and software in a easing budget limitations, collaborating minimum package include the following: with government and civil society, and achieving economies of scale, the private • Prioritize high-quality locally sourced sector multiplies opportunities to equip hardware or software that can be easily learners with the assistive technologies maintained and repaired. If essential they need to thrive. Strong partnerships technology is not available locally, with the private sector are essential for explore international market prices, with EdTech adoption and impact and should attention paid to the costs of shipping thus be explored as stakeholders engage and importation fees. with TEDDIE. • Ensure all hardware or software selected Step 2. Design a TEDDIE is contextually appropriate and minimum package available in national or local languages, After step 1 has been completed, including a national (local) sign language information and data can be used to where relevant, and that any curriculum design a tailored minimum package of content (e.g., in mathematics, science, or resources (material and human) to support literacy games and apps) are aligned with learners with disabilities through and the national curriculum and teaching and with technology. Step 2 seeks to answer learning standards. the following key question: What are the minimum conditions to ensure all learners • Prioritize the purchase of low-cost with disabilities have access to a quality software in low-income countries, or tech-enabled environment? To do this, where financial resources are limited. further consideration could be given to the This might include apps for mobile following issues: devices which can be downloaded and used offline and installed across multiple What tech hardware or software is schools and districts, rather than a tech needed to ensure all students can access tool that fulfills the same functions learning? (USAID 2020). When designing a TEDDIE minimum package, it is important to consider what • Consider non-tech options, especially learners need, at a minimum, to access manipulatives such as learning blocks, quality learning. If school enrollment and 3D shapes and geometry packages, attendance data suggest that learners cutout letters, or flashcards. with disabilities are still not accessing schools, consider including the costs What are the “invisible” costs that must of accessible transportation, mobility be considered to implement a TEDDIE devices, and/or communication campaigns intervention? (including through radio and television or other broadcast media). If teaching Technology alone does not suffice to ensure and learning processes are the priority, a TEDDIE intervention can function and consider what hardware or software may maximize learning for all learners, including be needed to enable inclusive learning. those with disabilities. A minimum package Consult the ICT Directory for Inclusive should include the additional human and Education for a comprehensive repository material resources — or invisible costs — of assistive devices and technologies and of making a TEDDIE intervention operate their associated costs. The directory can be effectively. This includes the cost of training Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention 5 teachers or other specialists, including staff transportation/infrastructure, or time and any training materials, venues, or communication campaigns; teacher and additional costs; transportation costs for specialist training, including all staff time, delivering the hardware or software; and training materials, venue costs, etc.; and costs for monitoring and evaluating the maintenance costs, such as the cost TEDDIE intervention. of a technician, or replacement batters and equipment. Table 2 displays certain Table 2 summarizes the major cost categories, but the language used to considerations or “inputs” that a minimum describe the material and human resources package should include. These consist included in a minimum package will need of digital devices, tools and hardware, to be adapted to and aligned with each including assistive technologies; software, country context to ensure that they reflect platforms, and apps; non-tech teaching the specific needs of a country’s end users, and learning materials, such as blocks, and that they are aligned with any other puzzles, and picture cards; reasonable relevant policies or education sector plans accommodations, such as accessible that they accompany. Table 2. Key Inputs of a Minimum Package Input Description Hardware includes computers, tablets, mobile phones, smartphones, Digital devices, speakers, and projectors. Assistive technologies include wheelchairs, walkers/canes, eyeglasses, hearing aids, prosthetics, handheld mag- tools, and nifying glasses, digital recorders, vibrating wrist watches, e-readers, hardware handheld scanners, alternative or adaptive keyboards, trackball mouse, pencil grips, smartboards, etc. Pre-installed or ready to install software, apps or games include screen Software, readers, text-to-speech software, voice recognition software, software to transcribe audio to text, magnification software, audio-to-text con- platforms, and verters, alternative and augmentative communication (AAC) software, apps word prediction software, dyslexia or dyscalculia apps, or other apps and games that can support learning. Non-tech teaching Printed books or signs and manipulatives include blocks, puzzles, sha- pes, picture cards, flash cards, toys, mathematics and science kits, or and learning other non-tech resources. materials Reasonable Supports not mentioned in other categories include accessible trans- portation, accessible restrooms, wheelchair ramps, communication accommodations campaigns, etc. Teacher and Training for teachers and specialists include teacher training materials/ curriculum, staff time (teachers, ad-hoc teachers, psychologists, sign specialist language interpreters, other specialists, teacher trainers, etc.), per training diems, transportation, accommodation, food, and training venues. Material and human resources needed to repair and maintain techno- Maintenance logy include technicians, replacement batteries, and equipment to (re) install equipment. Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention 6 Each TEDDIE minimum package will consist change over time. The cost estimations of must-haves, such as hardware, software, can be made in close collaboration and humanware (people’s capacities), that with the government, a finance or tech are essential for learners with disabilities specialist who has contextual knowledge to access, participate in, and benefit from of local market prices, or a social inclusion teaching and learning processes. However, specialist who can estimate national/local when designing a minimum package, population trends. There may be other stakeholders may also consider nice- additional longitudinal costs that need to to-haves, which include resources that be considered and factored into the Excel could contribute to improving learning, if tool to increase the accuracy of the cost resources/finances allow. estimations. Step 3. Use TEDDIE to cost out the How can the TEDDIE tool be TEDDIE minimum package. systematically integrated into government budget and planning The material and human resources that mechanisms? are part of a minimum package will each have an individual cost. The final step of TEDDIE is designed to work within the TEDDIE research involves inputting a broad system of factors; it should these costs into an adaptable TEDDIE not be used as a stand-alone costing costing tool. The TEDDIE tool consists tool. To ensure its sustainability and of a framework aligned with the above applicability, TEDDIE can be systematically considerations (steps 1 and 2), and integrated into government budget and stakeholders can select from an option planning mechanisms. Tool outputs of pre-installed items. They can also add could be aligned with budget timelines their own items and their associated prices. by structuring TEDDIE cost estimates The Excel tool is designed to cost out a to match government budgeting cycles five-year plan to implement a TEDDIE and deadlines. The tool could be linked to minimum package. To do this, two final procurement systems, by including it into considerations are needed, as described the government procurement processes below. to ensure suggested items are purchased. Annual sector plans could be provided What are the longitudinal costs for by adding TEDDIE as a step in annual implementing a minimum package over education sector planning exercises. the span of five years? Mechanisms to monitor system integration could be created by including built-in For a five-year intervention plan, three processes to monitor budget allocations key data points or cost estimations and spending on TEDDIE recommendations. should be considered: (a) the potential Training could take place to build the increase in student population over time, capacity of finance and education planners and how that may affect the scale of on using the tool to inform budgets. the TEDDIE intervention; (b) the cost of Sustainability factors could be assessed replacing faulty or repairing damaged with consideration of long-term resource equipment over time; and (3) inflation needs and local factors to ensure the that causes the prices of resource to sustainability of TEDDIE integration. Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention 7 What are the key can facilitate the identification of gaps and considerations priorities within the education system and for implementing technology ecosystem. TEDDIE? TEDDIE offers the potential to advance Adding value to the existing disability inclusion in educational national policies and priorities. technology procurement and maintenance. Alignment with national policies However, to ensure its effective and is critical. TEDDIE can help align priorities sustainable implementation, the following for tech-enabled inclusive education with five critical considerations will need to be existing national policies and strategies. addressed: This ensures interventions build on current efforts and fit the country context. Ensuring the availability and accuracy of quality data. Adapting TEDDIE to suit each Quality data are essential for the rvention requires ongoing effective implementation of TEDDIE. training, maintenance of tech, Comprehensive and granular data on policy advocacy, evidence building, and learners with disabilities and school coordination between government, civil resources need to be regularly gathered, society, and private sector. A long-term, validated, and updated at the system collaborative approach is the key. level. This is crucial for TEDDIE to provide informed decision-making and tailored interventions. Taking measures to sustain the effort and impact of TEDDIE over time. Sustained effort is Effectively integrating a needed. Successful TEDDIE intervention systemwide plan. TEDDIE requires ongoing training, maintenance of supports prioritization at the system tech, policy advocacy, evidence building, level. By providing a holistic framework, and coordination between government, civil and by convening different stakeholders society, and private sector. A long-term, into decision-making processes, TEDDIE collaborative approach is the key. These five takeaways highlight crucial society, and the private sector, reinforcing factors for budgeting and implementing the importance of commitment and tech-enabled solutions for disability collaboration in this endeavor. By addressing inclusion. TEDDIE can be a valuable tool to the concerns raised in these five key foster an inclusive and accessible education considerations, the potential of TEDDIE system for all learners with disabilities. to empower learners with disabilities with However, achieving this vision demands the transformative benefits of educational concerted efforts from governments, civil technology can be fully realized. Let's Shape an Inclusive Future Together with TEDDIE! 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