Education Costing Tool for a Tech-EnableD Disability Inclusive Introduction 1. Why is TEDDIE needed? TEDDIE was introduced as part of the recommendations of Landscape Review o Bank 2022) which identified the need to develop a tool to help countries c EdTech and assistive devices to support reasonable accommodations for lear framework in which technology functions within a broad system of factors t scale. The 6Ps framework includes the following: people (the users and imp software being used), pedagogy (how the technology is used to maximize lea provision (funding and support for the intervention), and policy (the gove TEDDIE can be used to accompany and support policy processes on inclusive related to costs and financing, in the short and long term, of inclusive e Furthermore, TEDDIE supports policy makers in quantifying not only the cos human capacity costs, such as teacher training, and the ongoing maintenanc are vital for the effectiveness and sustainability of ICT and EdTech solut 2. What is the purpose of the tool? The costing tool for TEDDIE can be used to cost out the minimum package an to inform inclusive education reform; implement a program; or prepare a pr proposal for donors/funders, among others. A TEDDIE minimum package refers to key inputs and associated costs of a te tools such as hardware and software, as well as human resources, such as t monitoring and evaluation, etc. This Excel tool can be tailored for participating countries to account for to serve) and the local context (i.e., enabling conditions or resource ava 3. Who is this tool for? The tool is aimed to support policy makers at Ministries of Education, Hea Development to plan for inclusive EdTech interventions. For example, relev the assistance of World Bank Task Team Leaders, can use the information pr regarding inclusive education and the provision of EdTech including assist donors, other international organizations, nongovernmental organizations, 4. What resources are included in the tool? Pillars Description and examples of resou Hardware includes computers, tabl and projectors. Assistive technol (A) Digital devices, tools, and eyeglasses, hearing aids, prosthe hardware recorders, vibrating wrist watche alternative or adaptive keyboards smartboards, etc. Pre-installed or ready to install readers, text-to-speech software, transcribe audio to text, magnifi (B) Software, platforms, and apps alternative and augmentative comm software, dyslexia or dyscalculia support learning. Printed books or signs and manipu (C) Non-tech teaching and learning materials picture cards, flash cards, toys, tech resources. Supports not mentioned in other c (D) Reasonable accommodations transportation, accessible restro campaigns, etc. Training for teachers and special materials/curriculum, staff time (E) Teacher and specialist training sign language interpreters, other diems, transportation, accommodat Material and human resources need (F) Maintenance include technicians, replacement equipment. 5. What are the components of the tool? Purpose of the spreadsheet(s) Introduces what the tool is Introduction for and how to use the tool. Helps guide consultation with stakeholders to specify (a) Stakeholder the policy environment, (b) Engagement data on learners with disabilities, and (c) the ICT landscape. For resources that serve students with any type of disabilities and for Cost resources that serve students Estimation (7 with each type of disabilities, describe the tabs) specifications, enter the quantities, input the prices and estimate the total cost and cost per student served. Teacher Estimates the cost of teacher Training and training and maintenance. Maintenance Summarizes the cost of building ICT solutions for Report inclusion based on country specifications. 6. How to use the tool? a) Input cells Follow the navigation bar. Then fill out the input cells on the spreadshe b) Output cells Formulas are set up in the output cells. When you hover your mouse cursor the formula. By default, these cells are locked to reduce the possibility cells to customize the tool based on your needs. To unlock a spreadsheet, the password cost in the output cell. 7. What are TEDDIE’s capabilities? TEDDIE can … » Estimate the price of procuring and maintaining inclusive ICT (hardware, intervention or program designed or co-designed by policy makers. » Provide a menu of options and costs of the inclusive ICT resources, from minimum package to carry out their intervention or program. These costs in teacher (and other specialist) training and salaries if relevant, and cost evaluation. » Provide information to estimate short- to medium-term costs to implement » Become a tool that is frequently updated to reflect policy changes or in accompany processes of scaling up interventions. TEDDIE can not … » Offer a prescriptive TEDDIE intervention to implement in a country. Each the country’s context, government priorities, local tech markets, and lear » Collect or generate new data. The tool is informed by available data. » Provide an exhaustive menu of resources that can potentially support lea but this brief is designed to help stakeholders think through major consid software or humanware (people’s capacities) to select. » Differentiate the cost benefits for learners with and without disabiliti without disabilities, will benefit from having a more inclusive and tech-e 8. How to cite this tool? Pan, Yilin. 2023. Costing Tool for a Tech-EnableD Disability Inclusive Edu Washington, DC: The World Bank. The development of the costing tool and its application in two piloting co the Inclusive Education Thematic Group of the World Bank Education Global (IEI), a multi-donor trust fund overseen by the World Bank. The research t Education Specialist and Global Lead for Inclusive Education and Cristobal member of the Educational Technology (EdTech) Team. The team also included Yilin Pan (team members are listed in alphabetical order of last names). F contact Yilin Pan who led the design of the tool (ypan@worldbank.org). Version 1.0 September 1, 2023 ity Inclusive Education (TEDDIE) Intervention Landscape Review of ICT for Disability-Inclusive Education (World o help countries consider the availability and costs of accessible modations for learners with disabilities. The review presents a 6Ps ystem of factors to enable a sustainable impact on education at (the users and implementers), product (the device, hardware, or ed to maximize learning), place (where the intervention will occur), d policy (the government stance in relation to the intervention). sses on inclusive education; it provides initial answers to questions rm, of inclusive education and the required assistive technologies. g not only the costs of hardware, software, and devices but also the ongoing maintenance and replenishment of inclusive technologies that T and EdTech solutions. minimum package and generate a report that can subsequently be used m; or prepare a project, law or policy draft, concept note or ated costs of a technological intervention, including materials and sources, such as teachers and teacher training, the costs of ies to account for scale (e.g., number of students with disabilities ns or resource availability). of Education, Health, Social Protection, Finance, and Digital For example, relevant ministries and other government bodies, with the information provided by TEDDIE in their decision-making processes h including assistive technologies. TEDDIE can also be used by al organizations, civil society and the private sector. l? examples of resources es computers, tablets, mobile phones, smartphones, speakers, Assistive technologies include wheelchairs, walkers/canes, ring aids, prosthetics, handheld magnifying glasses, digital ating wrist watches, e-readers, handheld scanners, adaptive keyboards, trackball mouse, pencil grips, c. r ready to install software, apps or games include screen o-speech software, voice recognition software, software to o to text, magnification software, audio-to-text converters, augmentative communication (AAC) software, word prediction xia or dyscalculia apps, or other apps and games that can g. r signs and manipulatives include blocks, puzzles, shapes, flash cards, toys, mathematics and science kits, or other non- ntioned in other categories include accessible accessible restrooms, wheelchair ramps, communication achers and specialists include teacher training culum, staff time (teachers, ad-hoc teachers, psychologists, nterpreters, other specialists, teacher trainers, etc.), per tation, accommodation, food, and training venues. man resources needed to repair and maintain technology ians, replacement batteries, and equipment to (re)install Input Output Please specify which cost estimate is of interest, provide some basic information about the target population and map out the current availability and needs of enabling conditions and ICT devices. Please identify the specification, quantity and price of each resource. Please specify how many teachers will be trained, how the training sessions will be organized, and what the expected maintenance cost will be. A dashboard that summarizes the results is populated automatically. s on the spreadsheets. your mouse cursor over an output cell, you will see a description of ce the possibility of unintentional changes. You can unlock these ock a spreadsheet, click on "Review" -> "Unprotect Sheet" and type ive ICT (hardware, software, and human resources) for a specific y makers. CT resources, from which policymakers can decide or agree upon a am. These costs include, but are not limited to, EdTech tools, relevant, and costs of maintenance, repair, monitoring, and costs to implement the intervention or program. licy changes or intervention refinements or changes. It can also in a country. Each intervention must be tailor-made and shaped by markets, and learner needs. available data. tially support learners with disabilities. The options are endless, rough major considerations when trying to decide which hardware, without disabilities. Inevitably, all learners, including learners clusive and tech-enabled environment. lity Inclusive Education (TEDDIE) Intervention, Version 1.0. in two piloting countries, The Gambia and Mongolia, were financed by Education Global Practice and the Inclusive Education Initiative nk. The research team was led by Hanna Alasuutari, World Bank Senior tion and Cristobal Cobo, World Bank Senior Education Specialist and team also included María Barron, Sophia D’Angelo, Changha Lee, and of last names). For any questions related to the Excel tool, please orldbank.org). Stakeholder Engagement Stakeholder Engagement A specific province/state A specific city/municipality QB_1_3. Which education level(s) would you like to target? For each educati levels (or age groups) where students with disabilities will receive the TED Pre-primary education Primary education Grades 1-5 Lower secondary education Grades 6-9 Upper secondary education Tertiary education QB_1_4. During which time period are you interested in providing the minimum Planning for 5 years Starting year 2024 Ending year 2028 QB_1_5. What is a reasonable timeline to implement the TEDDIE intervention? served by TEDDIE in each year? Annual growth rate of learners with disabilities to serve (2024–2028) QB_3. Serving students with disabilities in mainstream schools will benefit s students, both with and without disabilities, are in schools that have adopte Year 2024 2025 2026 2027 Number of schools 0 0 0 0 Total number of students (with and without disabilities) Theme C: The ICT landscape How does the current ICT ecosystem in a country facilitate the design of a TE estimate cost based on what is already available and what local stakeholders ICT ecosystem of a country will help identify the sorts of technology that ar During this process, stakeholders should inventory the hardware and software learning takes place such as library, community center or similar), so that a available resources, and especially locally sourced resources, as long as the in the country context. QC_1. Do the schools have reliable electricity and reliable internet? 2024 Number of schools to serve 0 Among them, % of schools with reliable electricity % of schools with reliable internet % of schools with at least one functioning PCs or laptops Theme D: Others QD_1. In which currency is the cost expressed? QD_2. What is your estimate of the annual inflation rate between 2024 and 202 e level of national or subnational governments, school leaders, TEDDIE within a specific country context depends on a detailed t, (B) data on learners with disabilities, and (C) the ICT would like to equip with the TEDDIE minimum package? Please use lation that the cost estimates apply to. the country/economy from the dropdown list> m package for students with disabilities in the whole country, a ? f the region> f the state/province> f the city/municipality> f the school> ? For each education level you check, please specify the grade ill receive the TEDDIE minimum package. levels or age groups> levels or age groups> levels or age groups> levels or age groups> levels or age groups> oviding the minimum package for students with disabilities? ment, but also for additional years of maintenance and upkeep. How particular target population/setting (i.e. how many years)? We DDIE intervention? How many schools/districts/regions will be districts/regions that adopt TEDDIE in the given year, as well as p will still require maintenance and resource replacement.> 2028 serve in the given population? ools will benefit students without disabilities as well. How many ls that have adopted TEDDIE in a given year? 2028 0 the design of a TEDDIE intervention? It is important that you local stakeholders are already using. Initial diagnostics of the technology that are feasible within a specific country’s context. dware and software used in schools (or other settings where similar), so that a minimum package can be designed to build on the ces, as long as these resources are of quality and deemed effective able electricity, reliable internet, and functional PCs or laptops. note that these numbers will not be used to calculate the cost of e internet? 2025 2026 2027 2028 0 0 0 0 USD sed in the currency you specified here. If you'd like to convert e exchange rates published by the International Monetary Fund. 5% Year 5 will be projected based on the Year 1 price, using the inflation rate you specified her 5% will be aggregated using the discount rate you specified here. > ate you specified here. > Cost Estimation: For resources that serve students with any type of disabilities Cost Estimation Pillars Name in local language Resources Local device A. Digital devices, tools, and hardware A1. ICT PCs hardware Laptops Tablets Mobile phones Smartphones Projectors Speakers Data plans A2. Assistive technologies and digital and non- digital B. Software, platforms, and apps C. Non-tech Blocks teaching and Puzzles learning Shapes, materials Picture cards Flash cards Toys Mathematics and science kits D. Reasonable Accessible transportation accommodation Communication campaigns s accommodation s E. Teacher Training for teachers and specialists and specialist training Must-haves that serve students with any type of disabilities (including mainten Total cost Cost per student dents with any type of disabilities Availabl Minimum Must-have or Functional e Quantity specifications good-to-have? offline? locally? set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) trip(s) campaign(s) set(s) set(s) set(s) set(s) set(s) isabilities (including maintenance cost) Year 2024 2025 2026 Number avigate to respective of tab> 0 students with any type of disabilities 0 0 Number of schools 0 0 0 Number of districts 0 0 0 Number of regions 0 0 0 Replacement Needs maintenance? Quantities Quantity frequency (Yes/No/Not (in years) applicable) 2024 2025 2026 ent/school/district/region/country> set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) trip(s) campaign(s) set(s) set(s) set(s) set(s) set(s) 2027 2028 2024 Change relative to the 2025 previous year 2026 2027 0 0 0 Number of students with any type of disabilities 0 0 0 0 Number of schools 0 0 0 0 0 Number of districts 0 0 0 0 0 Number of regions 0 0 0 uantities Prices in USD Tota 2027 2028 2024 2025 2026 2027 2028 2024 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2028 0 0 0 0 Total cost in USD 2025 2026 2027 2028 - - - - Cost Estimation: For students with difficulty seeing Cost Estimation Pillars Name in local language Resources Local device A. Digital devices, tools, and hardware A1. ICT PCs hardware Laptops Tablets Mobile phones Smartphones Data plans Screens A2. Assistive White canes technologies Prescription eyeglasses and digital Handheld magnifying glasses and non- Vibrating wrist watches digital equipment Book e-readers Handheld scanners Braille devices High-resolution document camera B. Software, Screen readers platforms, Speech-to-text software and apps Voice recognition software Software to transcribe audio to text Magnification software Note taking Apps Visual description app for mobile devices C. Non-tech teaching and learning materials C. Non-tech teaching and learning materials D. Reasonable Teachers accommodation Psychologists s Transportation Must-haves that sever students with difficulty seeing only (including maintenan Total cost Cost per student h difficulty seeing Availabl Minimum Must-have or Functional e Quantity specifications good-to-have? offline? locally? set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) FTE(s)*year FTE(s)*year trip(s) set(s) set(s) set(s) set(s) eing only (including maintenance cost) Year 2024 2025 2026 2027 Number of students with difficulty seeing 0 0 0 0 Number of schools 0 0 0 0 Number of districts 0 0 0 0 Number of regions 0 0 0 0 Replacement Needs maintenance? Quantities frequency (Yes/No/Not (in years) applicable) 2024 2025 2026 2027 2028 2024 Change relative to the 2025 previous year 2026 2027 2028 0 0 Number of students with difficulty seeing 0 0 0 0 Number of schools 0 0 0 0 0 Number of districts 0 0 0 0 0 Number of regions 0 0 0 0 s Prices in USD Total cost 2028 2024 2025 2026 2027 2028 2024 2025 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 0 0 Total cost in USD 2026 2027 2028 0 0 0 Cost Estimation: For students with difficulty hearing Cost Estimation Pillars Name in local language Resources Local device A. Digital devices, tools, and hardware A1. ICT PCs hardware Laptops Tablets Mobile phones Smartphones Speakers Data plans A2. Assistive Hearing aids technologies Digital recorders and digital Vibrating wrist watches and non- Ear hook digital equipment Microphone Communication board Video relay services Alerting devices B. Software, Audio-to-text converters platforms, and Closed captioning software apps COM-DEX App C. Non-tech teaching and learning materials D. Reasonable Note takers accommodations Sign language interpreter D. Reasonable accommodations Psychologists Must-haves that serve with students with difficulty hearing only (including mai Total cost Cost per student students with difficulty hearing 0 0 0 Number of schools 0 0 0 Number of districts 0 0 0 Number of regions 0 0 0 Replacement Needs maintenance? Quantities Quantity frequency (Yes/No/Not (in years) applicable) 2024 2025 2026 set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) FTE(s)*year(s) FTE(s)*year(s) FTE(s)*year(s) set(s) set(s) set(s) set(s) 2027 2028 2024 Change relative to the 2025 previous year 2026 2027 0 0 0 Number of students with difficulty hearing 0 0 0 0 Number of schools 0 0 0 0 0 Number of districts 0 0 0 0 0 Number of regions 0 0 0 uantities Prices in USD Total c 2027 2028 2024 2025 2026 2027 2028 2024 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2028 0 0 0 0 Total cost in USD 2025 2026 2027 2028 - - - - Cost Estimation: For students with difficulty communicating Cost Estimation Pillars Name in local language Resources Local device A. Digital devices, tools, and hardware A1. ICT PCs hardware Laptops Tablets Mobile phones Smartphones Data plans Smartboards and digital and non-digital equipment A2. Assistive technologies Augmentative and Alternative Communication (AAC) device B. Software, Voice recognition software platforms, and Screen reader apps Text-to-speech software Speech-to-text software AAC software or apps Word prediction software Speech therapy apps C. Teaching and learning materials D. Reasonable Sign language interpreters accommodations Speech Therapists Psychologists accommodations Must-haves that serve students with difficulty communicating only (including ma Total cost Cost per student of 0 students with difficulty communicating 0 Number of schools 0 0 Number of districts 0 0 Number of regions 0 0 Replacement Needs maintenance? Quantities Quantity frequency (Yes/No/Not (in years) applicable) 2024 2025 set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) FTE(s)*year(s) FTE(s)*year(s) FTE(s)*year(s) set(s) set(s) set(s) 2026 2027 2028 2024 Change relative to the 2025 previous year 2026 0 0 0 0 0 Number of students with difficulty communicating 0 0 0 Number of schools 0 0 0 0 0 Number of districts 0 0 0 0 0 Number of regions 0 0 Quantities Prices in USD 2026 2027 2028 2024 2025 2026 2027 2028 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2027 2028 0 0 0 0 0 0 0 0 Total cost in USD 2024 2025 2026 2027 2028 - - - - - Cost Estimation: For students with difficulty learning Cost Estimation Pillars Name in local language Resources Local device A. Digital devices, tools, and hardware A1. ICT PCs hardware Laptops Tablets Mobile phones Smartphones Data plans A2. Assistive Smartboards technologies Voice recorders and digital Digitized Speech AAC devices and non- B. Software, platforms, and Alternative apps and augmentative communication (AAC) software C. Non-tech teaching and learning materials D. Reasonable Speech therapists accommodation Psychologists s Must-haves that serve students with difficulty learning only (including mainten Total cost Cost per student of students with difficulty learning 0 0 Number of schools 0 0 Number of districts 0 0 Number of regions 0 0 Replacement Needs maintenance? Quantities Quantity frequency (Yes/No/Not (in years) applicable) 2024 2025 set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) FTE(s)*year(s) FTE(s)*year(s) set(s) set(s) set(s) set(s) 2026 2027 2028 2024 Change relative to 2025 the previous year 2026 2027 0 0 0 learning 0 Number of students with difficulty 0 0 0 0 0 Number of schools 0 0 0 0 0 0 Number of districts 0 0 0 0 0 0 Number of regions 0 0 0 Quantities Prices in USD Tot 2026 2027 2028 2024 2025 2026 2027 2028 2024 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2028 0 0 0 0 Total cost in USD 2025 2026 2027 2028 - - - - Cost Estimation: For students with emotional and behavioral difficulty Cost Estimation Pillars Name in local language Resources Local device A. Digital devices, tools, and hardware A1. ICT PCs (new) hardware Laptops (new) Tablets PCs Laptops Tablets Mobile phones Smartphones Data plans A2. Assistive Smartboards technologies Massage balls and digital and non- digital equipment B. Software, Voice recognition software platforms, Screen reader and apps Text-to-speech software Speech-to-text software AAC software or apps Dyslexia or dyscalculia apps C. Non-tech teaching and learning materials D. Reasonable Speech Therapists accommodation Occupational therapists s Assistant teachers D. Reasonable accommodation s Transportation Psychologists Must-haves that serve students with emotional and behavioral difficulty (includ Total cost Cost per student of 0 students with emotional and behavioral 0 difficulty 0 Number of schools 0 0 0 Number of districts 0 0 0 Number of regions 0 0 0 Replacement Needs maintenance? Quantities Quantity frequency (Yes/No/Not (in years) applicable) 2024 2025 2026 set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) FTE(s)*year(s) FTE(s)*year(s) FTE(s)*year(s) trip(s) FTE(s)*year(s) set(s) set(s) set(s) set(s) 2027 2028 2024 Change relative to the 2025 previous year 2026 2027 0 0 Number of students with emotional 0 0 difficulty and behavioral 0 0 0 Number of schools 0 0 0 0 0 Number of districts 0 0 0 0 0 Number of regions 0 0 0 uantities Prices in USD Total 2027 2028 2024 2025 2026 2027 2028 2024 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2028 0 0 0 0 Total cost in USD 2025 2026 2027 2028 - - - - Cost Estimation: For students with difficulty moving Cost Estimation Pillars Resources Name in local language Local device A. Digital devices, tools, and hardware A1. ICT PCs hardware Laptops Tablets Mobile phones Smartphones Data plans A2. Assistive Wheelchairs technologies Walkers/canes and digital Prosthetics and non- Alternative or adaptive keyboards digital equipment Trackball mouses Pencil grips Eye/head tracking device(s) Mouth sticks Eyegaze system B. Software, Voice recognition software platforms, Word prediction software and apps Speech-to-text software C. Non-tech teaching and learning materials D. Reasonable Adaptive tables and chairs accommodation Ball therapy chairs s D. Reasonable accommodation s Massage ball Soft wedging mattresses Stander with walkers Accessible restrooms Wheelchair ramps Transportation Therapists Elevator accommodation Psychologists Must-haves that serve students with difficulty moving only (including maintenan Total cost Cost per student Minimum Must-have or good- Available Functional Quantity specifications to-have? locally? office? set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) trip(s) FTE(s)*year(s) set(s) FTE(s)*year(s) set(s) set(s) set(s) set(s) cluding maintenance cost) Year 2024 2025 2026 Number of students with difficulty moving 0 0 0 Number of schools 0 0 0 Number of districts 0 0 0 Number of regions 0 0 0 Replacement Needs maintenance? Quantities Quantity frequency (Yes/No/Not (in years) applicable) 2024 2025 2026 set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) set(s) trip(s) FTE(s)*year(s) set(s) FTE(s)*year(s) set(s) set(s) set(s) set(s) 2027 2028 previous year 2025 Change relative to the 2024 2026 2027 0 0 0 Number of students with difficulty moving 0 0 0 0 Number of schools 0 0 0 0 0 Number of districts 0 0 0 0 0 Number of regions 0 0 0 uantities Prices in USD Tota 2027 2028 2024 2025 2026 2027 2028 2024 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2028 0 0 0 0 Total cost in USD 2025 2026 2027 2028 - - - - Teacher Training and Maintenance Teacher Training and Maintenance Teacher Training The number of teachers to train Number of students with disabilities served Number of teachers working with students with disabilities % of teachers who receive training Organization of training sessions Number of training days per teacher Number of teachers in one training session Teacher-trainer ratio in one training session Number of training sessions each trainer will provide Number of days spent by each trainer to prepare for the training Number of trainers needed Number of working days for trainers in total Provision of resources Tea breaks Training materials % of training venues to rent % of trainers who receive per diem % of trainers receive transportation compensation % of trainers that receive accommodation compensation % of trained teachers that receive per diem % of trained teachers that receive transportation compensation % of trained teachers that receive accommodation compensation Quantities Resource 2024 2025 2026 Trainers' time Refreshments during tea breaks Lunch cost Rental cost of training venues Training materials Per diem for trainers Transportation compensation for trainers Accommodation compensation for trainers Per diem for teachers - - - - Transportation compensation for teachers - - - Accommodation compensation for teachers - - Total cost of teacher training Number of students with disabilities served Cost of teacher training per student served Maintenance of devices, tools, software, teaching and learning materials and The ratio between the maintenance cost and the procurement cost Training and Maintenance 2024 2025 2026 2027 2028 - - - - - sabilities 2024 2025 2026 2027 2028 day(s) teacher(s) teacher(s)/trainer session(s) for the training day(s) trainer(s) working day(s) 2024 2025 2026 2027 2028 tea break(s) per training day package(s) per trainee n compensation compensation uantities Prices in USD Unit 2027 2028 2024 2025 2026 2027 2028 day(s) - - - - person(s)*session(s) - - - - person(s)*day(s) - - - - room(s)*day(s) - - - - package(s) - - - - person(s)*day(s) - - - - person(s)*day(s) - - - - person(s)*day(s) - - - - - - person(s)*day(s) - - - - - - person(s)*day(s) - - - - - - person(s)*day(s) - - - - learning materials and reasonable accommodations 20% ational devices is limited. According to the World Bank's Knowledge Pack s or convertibles have a lifespan of 4-5 years. Maintenance over their nvestment. Entry or mid-range tablets have a lifespan of 2-3 years, and ual the initial procurement cost, primarily due to the high expenses uently, the annual maintenance cost for these devices could range from 10% filled default value is set at 20%, but you should revisit and adjust this cific context.> o to https://documents1.worldbank.org/curated/en/099120304132250891/pdf/P174252080a0e00760af33 ive tab> Total cost in USD 2024 2025 2026 2027 2028 - - - - - - - - - - - - - - - - - - - - - - - - - 52080a0e00760af3303dddc14578b5.pdf> Costing Tool for a Tech-EnableD Disability Inclusive E Context 0 Time period 2024 - 2028 Who does TEDDIE serve? 2024 Number of schools 0 Total number of students* 0 Number of students with disabilities 0 Difficulty seeing 0 Difficulty hearing 0 Difficulty communicating 0 Difficulty learning 0 Emotional and behavioral difficulty 0 Difficulty moving 0 Notes. Total number of students served in those schools include Total cost of the TEDDIE minimum package 2024 Serving students with... Difficulty seeing Difficulty hearing Difficulty communicating Difficulty learning Emotional and behavioral difficulty Difficulty moving Total for all types of disabilities 0 Notes. The costs are in USD. The cost estimates for each type of disability capture the costs students with that specific disability as well as students with Average cost of the TEDDIE minimum package 2024 Cost per school Cost per student with disabilities Cost per student with… Difficulty seeing Difficulty hearing Difficulty communicating Difficulty learning Emotional and behavioral difficulty Difficulty moving Cost per student with and without disabilities Notes. The costs are in USD. The cost estimates for each type of disability capture the costs students with that specific disability as well as students with The total cost of the TEDDIE minimum package was distributed amo and without disabilities, because every learner, including those benefit from a more inclusive and tech-enabled environment. Report ility Inclusive Education (TEDDIE) Intervention Education levels Primary education (Grades 1-5) Lower secondary education (Grades 6-9) 2025 2026 2027 2028 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 n those schools include students with and without disabilities. m package 2025 2026 2027 2028 0 0 0 0 bility capture the costs of must-haves that serve s well as students with all types of disabilities. mum package 2025 2026 2027 2028 bility capture the costs of must-haves that serve s well as students with all types of disabilities. kage was distributed among all students, both with learner, including those without disabilities, will nabled environment. ate to respective tab>