INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES KNOWLEDGE PACK Assistive Technologies EXPLORE INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES KNOWLEDGE PACK ASSISTIVE TECHNOLOGIES INDEX © 2022 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 INTRODUCTION Telephone: 202-473-1000; Internet: www.worldbank.org Problem statement License: Creative Commons Attribution CC BY 3.0 IGO WHO WHY Benefits 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. This report was also supported with funding from the Structure of solutions Procurement and maintenance Global Partnership for Education. Challenges and trade-offs WHAT HOW Accessible curriculum The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the What has been done AT training part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such in other countries Monitoring and boundaries. evaluation Some references may appear in this Knowledge Pack to Logos, Products, Brands or Trademarks belonging to CONCLUSION others not affiliated with the World Bank. They belong to their respective owners/ holders and are used for illustrative purposes only and do not imply any affiliation with or endorsement by them. The World Bank does TO GO FURTHER not endorse, prefer or recommend any of these products. ANNEXES Rights and Permissions Glossary The material in this work is subject to copyright. Because The World Bank encourages dissemination of its References knowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full FAQ attribution to this work is given. Please cite the work as follows: EdTech team. 2022. Knowledge Pack : Assistive technologies. Washington, D.C.: World Bank Group Acknowledgment: Much appreciation goes to Ariam Mogos who took part in the development of Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank this resource under the guidance of Maria Barron, Robert Hawkins, and Cristobal Cobo from the Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; EdTech Team, and to Omar Arias and Jaime Saavedra for their overall support. Also we want to thank e-mail: pubrights@worldbank.org colleagues Deepti Samant Raja and Noah Yarrow for providing comments to enrich these resources. Design : Alejandro Scaff, Sarah Kleinmann 2 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Introduction What is a KP? About this KP After reading the main content of this KP, some Knowledge Packages (KPs) This knowledge pack is questions might pop* : are short, pragmatic guides designed to support the target on individual topics within audience with how to design EdTech, meant to provide and implement interventions • What are the main types of assistive technology sufficient knowledge and with assistive technologies for understanding so that non- education. The key objectives solutions? technical stakeholders can of this knowledge pack are to: make key planning, design, and procurement decisions • Understand the existing evidence around assistive • What are some pedagogical strategies that can for education. technologies in education support AT? They can be used as a starting • Gain some practical point for the planning of know-how and resources technology deployment to specifically around improve education, especially • Where can I find additional case studies? procuring assistive with education ministries. technologies, designing accessible curriculum and implementing training • What are some other common assistive • Identify potential challenges technology challenges and more resources to and gaps in preparation for address them? an intervention *To know more about these questions and their answers, go to the FAQ available in the annex. 3 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Introduction ACCESSIBILITY: A CROSS-CUTTING ISSUE Assistive technology is not an procuring devices, supporting isolated issue and should not teachers with professional be designed for learners with development, and so on. disabilities as a siloed intervention. Technology can be a game changer It is crucial to consider for students with special needs, deploying both specific assistive and inclusive interventions technologies, as well as how to can have positive effects for all ensure that existing technologies students. This knowledge pack on can be deployed to promote assistive technologies intersects greater inclusion of all including and ties into all the other target populations as well. knowledge packs produced in this series. Accessibility is a cross-cutting issue which should influence decision-making when selecting and designing digital content, considering the functionality of learning management systems, Photo by Sigmund on Unsplash 4 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Introduction DESIGNING FOR INCLUSION BENEFITS ALL LEARNERS In addition to learners with disabilities, there are other vulnerable groups who should be prioritized and taken into consideration. When one or more vulnerable groups is centered and prioritized, it often has positive ripple effects in impact for other communities. Women and girls Rural communities Out of school, FCV settings and refugees Despite the rapid expansion of ICTs Concerning gaps in connectivity Technology is increasingly being worldwide, women trail behind men are growing for rural communities utilized to provide educational in access and use of mobile phones, globally. In least developed opportunities to youth and their particularly in low and middle-income countries (LDCs), 17 percent of the teachers in FCV, refugee and out countries. Across Sub-Saharan Africa, rural population live in areas with od school contexts. Children in FCV women are 23% less likely to own no mobile coverage at all, and 19 countries face many challenges a mobile phone than men, and the per cent of the rural population including (i) overcrowded classrooms, gap widens with regard to data and is covered by only a 2G network, and (ii) under qualified, unqualified connectivity (UNESCO, 2014). This has whereas almost all urban areas of and or unpaid teachers (WB, 2020). serious implications for women and the world are covered by a mobile- Given these challenges, technology girls’ literacy. Evidence has shown broadband network (ITU, 2020). solutions such as providing devices that the implementation of tech Moreover, the unaffordability of data, to children for self-directed learning device enabled interventions at the gender inequity and lack of digital in such environments can be an beginning of primary education can skills play a role in hindering the important resource for children in prevent gender disparities driven participation of rural communities. such contexts who would otherwise by pedagogical practice (Pitchford, not learn at all. 2019). Source for statistics: https://www.itu.int/en/ITU-D/Statistics/Pages/facts/default.aspx 5 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES WHO are the main stakeholders ? STAKEHOLDERS IDENTIFIED TO LEAD THE CHANGE Individuals and organizations to support the main target audience as they work with education ministries MAIN TARGET AUDIENCE to design or implement education interventions with assistive technologies. These might be community- This knowledge pack is meant to based organizations and non-governmental provide sufficient knowledge and organizations with expertise in working with understanding to help World communities with disabilities, start-ups and Bank staff (particularly, Task Team technology-based organizations developing assistive Leaders) and decision-makers to technology products and civil-society organizations make key planning, design, and advocating for policies which support persons with procurement decisions on Education disabilities. Technology. As secondary stakeholders are those policymakers working in sectors such as finance, social protection, digital development, inclusion, among others depending on each country, as a whole of government approach is required for sustainable reforms. 6 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES HOW Problem statement | Benefits WHY is this KP designed ? PROBLEM STATEMENT INFRASTRUCTURE AND ACCESSIBLE Close to 40% of children with ACCESSIBILITY CONTENT disabilities are out of school in low and middle income countries (GPE, Accessible content produced 2018). Less than 10% of children Procuring the right devices in multiple formats with a disability across Sub-Saharan and software for learners supported by assistive Africa receive primary education with different disabilities can technologies can make (Theirword, 2015; Global Education increase their participation. content available to learners Monitoring Report 2020). Like all with multiple disabilities. students, students with disabilities are a diverse group with various needs, yet their needs are rarely addressed in the classroom. Students with DATA AND ASSESSMENT TEACHER AND LEARNER disabilities often don’t have access TOOLS TRAINING to the curricula, environment and Assistive technologies teachers who can support them, and Assistive technologies can and accessible content as a result either drop-out of school or collect data on learners with in tandem with effective never enroll. Assistive technologies are disabilities, which has been training can support the not an all-encompassing solution, but a long-running challenge in successful adoption of there are a number of challenges they education. assistive technologies by can help address: learners and teachers. 7 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES HOW Problem statement | Benefits WHY is this KP designed ? BENEFITS BENEFITS OF INCLUDING ASSISTIVE TECHNOLOGY IN AN EDUCATION PROJECT Assistive technologies can often be overlooked or deprioritized, yet there are benefits to centering them in an Education intervention. SHORT TERM LONG TERM • Manual wheelchairs and eyeglasses, for instance can • Assistive technologies can reduce the costs and need increase access to education and employment and at the for formal healthcare services and caregivers (WHO, same time diminish healthcare costs (WHO, 2018) 2016) • In contexts where electricity and connectivity are • Assistive technologies in tandem with a universal accessible NVDA (screen reader) and other free open- design approach and appropriate provision can source accessible technologies have made information support learners with disabilities in higher education and content more accessible to learners with disabilities in (Ndlovu, 2021) higher education (Lyner-Cleophas M, 2019) • Assistive technologies can support persons with • Hearing aids used correctly by young children can result in disabilities live independently and improve disability greater language skills, and better long-term opportunities inclusion in the workforce (Trafford, 2021) for education and employment (WHO, 2018) BENEFITS 8 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Structure of solutions | Challenges and trade-offs | What has been done in other countries HOW WHAT are the potential solutions? STRUCTURE OF SOLUTIONS WHAT DOES ASSISTIVE TECHNOLOGY COVER? KEY WORDS Assistive Technology: is an “umbrella EdTech solutions, but also different term* covering the systems and services strategies and approaches (see Annex related to the delivery of assistive for some of the main types of assistive products and services. Hearing aids, technology solutions). Clarity on this at wheelchairs, communication aids, the beginning of any strategy is crucial. Disabilities spectacles, prostheses, pill organizers Assistive technologies can include and memory aids are all examples of braille readers, AAC (alternative and assistive products. Globally, more than 1 augmentative communication) apps, billion people need one or more assistive screen magnifiers, text-to-speech and products” (World Health Organization, speech-to-text software, large-key Inclusive 2018).“Assistive Technology broadly keyboards, alternative input devices spells out a continuum of tools, such as touchscreen displays; oversize education strategies, and services that match a trackballs on computer mice; and text person’s needs, abilities and tasks, and readers. includes evaluation of the needs of an It is important to note that a multi individual with a disability (…).” (Ahmad, sectoral approach is ideally required for Teaching 2015). It is likely that different types of Assistive Technology as it requires strong aids disabilities (vision impairment, hearing coordination between education, health, difficulties, intellectual disabilities, rehabilitation, and social development among others), will require different sectors. Please note that the WHO definition of Assistive Technology includes a broad view on what constitutes technology, beyond digital solutions, as it encompasses for example mobility aids, such as wheelchairs, scooters, walkers, canes, crutches, prosthetic devices, and orthotic devices. 9 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Structure of solutions | Challenges and trade-offs | What has been done in other countries HOW WHAT are the potential solutions? STRUCTURE OF SOLUTIONS ASSISTIVE TECHNOLOGY AND INCLUSIVE EDUCATION These are similar terms that are often used interchangeably, but there are some key differences. ASSISTIVE TECHNOLOGY INCLUSIVE EDUCATION Assistive technology Inclusive education requires a profound cultural shift to attain one system of refers to the devices education for all learners at all levels of education—early childhood, primary, and services that are secondary, and post-secondary. This includes, but is not limited to, supports used to increase, for learners with disabilities. In this transformation toward equity and maintain, or improve inclusion, school systems must equip teachers, school leaders, and other staff the capabilities with skills, knowledge, and resources to support the learning of all students in of a student with accessible environments. These changes also require attention to the unique a disability (Dell, context of each country and a whole-of-government approach. Building one Newton, & Petroff, system for all learners requires actions to ensure inclusion of ethnic minorities, 2012). indigenous people, persons with disabilities, sexual and gender minorities, and other marginalized groups (World Bank 2021). 10 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Structure of solutions | Challenges and trade-offs | What has been done in other countries HOW WHAT are the potential solutions? STRUCTURE OF SOLUTIONS THREE KEY FACTORS TO EVALUATE APPLICABILITY AND SUCCESS Assistive technologies for education can be evaluated for applicability and success according to three key factors (Ahmad, 2015). Review the WHO Priority Assistive Products List for reference. FACTOR DESCRIPTION SOLUTION EXAMPLE Inexpensive and easy to Assistive technologies should be inexpensive to Communication boards and purchase produce, purchase and maintain, and accessible locally. cards. Assistive technologies should be durable, compatible Suitable to learners and with learners customs and culture, physically Accessible content such as their environment comfortable, safe to use and reliable in the learner’s local sign language videos. physical environment (ex. remote or rural areas). Assistive technologies should be portable, easy to Easy-to-Use operate (with limited technology experience) and Screen readers. without advanced skills or knowledge of technology. While the confluence of these three factors is ideal, a flexible approach should be encouraged, as adjustments can be made based on local 11 needs and constraints. INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Structure of solutions | Challenges and trade-offs | What has been done in other countries HOW WHAT are the potential solutions? CHALLENGES AND TRADE-OFFS MORE STUDIES NEED TO BE PUBLISHED ON THE USE OF ASSISTIVE TECHNOLOGIES IN LOW- AND MIDDLE-INCOME COUNTRIES There is a need for more evidence and overall studies on assistive technologies for learning outcomes in low- and middle-income countries for a number of factors: Geographic focus Underfunded maintenance Most evidence on assistive Follow up and maintenance is technologies is predominantly one of the most overlooked and focused on developed countries in underfunded aspects of assistive North America and Europe that have technology services but they are significant progress on inclusive Unaffordability critical to the long term success of education (Ahmad, 2015; WHO Assistive technologies are extremely education interventions (GDI Hub, 2017). difficult to obtain through public 2021). services, making them unaffordable. Disabilities focus Two-thirds of respondents in a Technology over pedagogy research study in Bangladesh did not have a hearing aid or wheelchair There has been more of an Most evidence is focused due to cost (IDS, 2018). investment in technology rather disproportionately on deaf/ than curriculum goals or pedagogy, hard-of-hearing and blind/low- and as a result insufficient data on vision learners, versus learners how technology can help teachers with learning difficulties or other to support learners (EdTech Hub, disabilities (EdTech Hub, 2021). 2021). 12 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Structure of solutions | Challenges and trade-offs | What has been done in other countries HOW WHAT are the potential solutions? CHALLENGES AND TRADE-OFFS PROCUREMENT, ACCESSIBLE CONTENT AND TEACHER TRAINING CHALLENGE EVIDENCE • According to the WHO, approximately only 5-15 percent of people who require assistive technologies have access to them. Despite research pointing to its benefits for facilitating learning, access to technology by children with disabilities remains limited worldwide. Procurement AT financing from national budgets is strained and government-run health insurance programs either don’t provide coverage for AT or provide very limited coverage for AT both in range of products and in amount of reimbursement. PEAT has an introduction on AT and procurement. • One of the greatest barriers for learners with disabilities is the lack of accessible content. For students with disabilities, appropriate learning materials in a language they can Accessible content understand can mean the difference between access to the same education as their peers and early dropout. Textbooks and learning materials need to be available in many formats, like large print, sign language, audiobooks and braille to meet the needs of learners. See a Toolkit on digital accessibility here and free online course here. • Overall, there has been insufficient emphasis on how technology can support teachers dealing with learners with special needs. There can be a reluctance among teachers to actively adopt edtech solutions / interventions in their everyday teaching due to significant Teacher traning gaps in the amount of knowledge teachers have on even the most basic technology used in the classroom. This could be due to the lack of know-how in relation to the use of technology to respond to the specific learning and social needs of different learners (Edtech Hub, 2021). 13 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Structure of solutions | Challenges and trade-offs | What has been done in other countries HOW WHAT are the potential solutions? WHAT HAS BEEN DONE IN OTHER COUNTRIES CASES STUDIES REGION LESSONS CASE STUDY Assessment, accessibility to resources, Cyprus case in the use of technology in inclusive and special funding and training emerge as key education, as very recently developed and shaped in the last five years Cyprus, Eastern factors in its educational system. Europe This series of vignettes of case studies looks at inclusive education across China, Indonesia, the Philippines and Singapore. While these School leadership is critical to go from countries are vastly different, a few common trends in challenges policy to practice around inclusive education include teacher preparation and Regional, Asia segregated schooling systems. A study in two counties in Kenya proposes how county governments can benefit from adopting a “network” approach that draws on A network and incentives are crucial incentives-based cooperation from all stakeholders in order to combat Kenya, Sub- challenges like monitoring special education programs. Saharan Africa 14 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Structure of solutions | Challenges and trade-offs | What has been done in other countries HOW WHAT are the potential solutions? WHAT HAS BEEN DONE IN OTHER COUNTRIES SPOTLIGHT : LEARN MY WAY READER Description UNICEF is currently piloting the “Learn writing) and how that is produced My Way” reader in Nicaragua, Uruguay, through imagery, text, activities The “Learn My Way” reader is an Paraguay, Rwanda, Kenya, and Uganda accessible digital textbook prototype through 2021. The aim of the pilots is to • Throughout the authoring process, led by UNICEF based on UDL principles. test and validate how to create quality thoughtful design decisions were made The textbooks is build on Readium and accessible curriculum-based content around the specialized use of fonts, EPUB software, and supports learners with ministries of education and other images as mnemonic markers, etc. for with specific learning needs as well as all stakeholders using, and to measure the specific learners learners with and without disabilities. learning outcomes for children with and without disabilities using them (UNICEF, Children have several options when 2021). using the “Learn My Way” reader. They can customize the reading experience Strategies they used : to their specific learning style, there is a synchronized voice-over and sign • Considered multiple presentations and language videos, adjustable controls layouts of content for various screen formatted to a touchscreen tablet, and sizes, orientations and devices interactive accessible activities (UNICEF, 2021). • Supports multiple ways of learning (visual, auditory, kinesthetic and read- For further info go to https://www.accessibletextbooksforall.org/learn-my-way-reader 15 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? KEY INGREDIENTS FOR A SUCCESSFUL AT INTERVENTION The use of technology for personalized and adaptive learning requires a series of enablers to use and adapt this alternative pedagogy in the classroom. For more information on data collection systems that facilitate refining any EdTech innovation, refer to : EMIS 2.0 KP You can also review Technical Guide for Including Disability in education Management Information Systems (UNICEF, 2016) by clicking here : UNICEF Guide 16 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? PROCUREMENT AND MAINTENANCE DEPLOYMENT DEPLOYMENT PLANNING WHO DO YOU NEED ON YOUR TEAM? #1: Research and select appropriate and • Procurement experts affordable devices and software for learners. • Assistive Tech Specialists • Inclusive Education experts #2: Design and plan for technical assistance • Policy experts on how to operationalize selected devices and software. RESOURCES FOR PROCUREMENT #3: Make modifications or customizations of the assistive technologies selected based on For additional information on AT products feedback from learners. visit: #4: Align assistive technologies with both the • WHO Assistive product specifications and instructional and curriculum goals as well as how to use them the learners’ individual needs. • UNICEF Supply Division Supply Catalogue with over 2,000 Products #5: Plan for maintenance, repair and long- term costs and support around assistive technologies. It is estimated that 80% of the Procurement KP total Cost of Ownershipis associated with the deployment and support of a device. 17 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? PROCUREMENT AND MAINTENANCE IMPLEMENTATIOON STEPS STEP DESCRIPTION RESSOURCE Work with government partners to develop a national assistive product list (APL) #1: Create Take a look through the for inclusive education with technical specifications and standards in order to a national WHO’s assistive product guide procurement and/or reimbursement package policies. Support ministries to assistive tech specifications list for ideas create national EPLs (Education Product Lists) that cover the products needed to list. and recommendations. ensure inclusive education. #2: Map and Survey the population of children via stratified sampling to represent all Review the WHO Model quantify geographies, to determine the prevalence of needs for physical and learning- Disability Survey prior to the need related support. Disabillity dissagregated data is crucial to inform better policies. adapting it to your needs for assistive (Prevalence = the number found divided by the total sample size, multiplied by (and to assess the child technologies. 100. population). Prepare sections of policy and of program documents that specify requirements for: 1) schools and classrooms; 2) books and other materials; 3) Digital tools and Learn about WHO’s #3: Specify policy digital resources. Early on, specifications can be top-level and general, describing International Classification and program functionality rather than configuration. (An example is requiring books to be of Functioning, Disability & requirements. formatted for low-vision readers without specifying typeface or typesize, contrast Health (ICF). or other details.) 18 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? PROCUREMENT AND MAINTENANCE TRAPS TO AVOID FAILING TO TRACK PROCURING AT THAT NO NATIONAL LACK OF REGULATORY DATA ON AT PRIORITIZES ONE STRATEGY STRUCTURES FOR AT PROVISION DISABILITY LABEL Many countries fail to Assistive technology Without a national When there are no track reliable, accurate procurement should not strategy or roadmap with regulatory structures, and population-based data prioritize one disability the goal of increasing guidelines and standards that could help to estimate category over others. access to AT, procurement to inform and regulate the the need for AT nationally. The provision of assistive usually happens in procurement of assistive This includes data on technology should aim to an ad-hoc manner products, this can lead the prevalence of health address learning gaps and with inconsistency in to issues in the quality of conditions that may lead expand technology access frequency, and is not the products and their to an individual requiring in order to strengthen the driven by detailed product appropriateness for the AT and the prevalence overall education system. specifications or based on context and needs of the of functional limitations forecasted demand (CHAI, users (CHAI, 2020). that require AT (e.g., 2020). mobility, hearing, vision impairment) (CHAI, 2020). Traps to avoid along the way 19 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? ACCESSIBLE CURRICULUM DEPLOYMENT WHO DO YOU NEED ON YOUR TEAM? DEPLOYMENT PLANNING • Curriculum designers • Assistive Tech Specialists • Policymakers • Learning designers #1: Profile individual learners to determine their assistive technology requirement. COSTS UDL and Accessible Content Can takes a universal and inclusive #2: Work with curriculum specialists and Lower Costs design approach, in which every Research has shown that child reads the same book (Banes accessible multimedia designers to take initiatives which provide reading et. al, 2020). a universal design approach and produce materials in accessible formats content in multiple formats. such as Bookshare and Pratham Consider this to Cut Costs: Storyweaver could bring about cost Incorporating accessible digital savings in the supply chain when content into wider digital learning #3: Design accessible assessments to compared to providing alternative initiatives accompany accessible content for learners. formats for print books (example: Braille translation) (Banes et. al, • Freely licensed or open-source 2020). A digital reading program content embedded designed to resemble a traditional • Commonplace and affordable #4: Design and plan teacher training on library model is about 12-13 times devices to access learning how to use and create accessible content in more costly than implementing a materials tandem with assistive technologies. structured reading program which 20 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? ACCESSIBLE CURRICULUM Digital content KP IMPLEMENTATIOON STEPS STEP DESCRIPTION RESSOURCE To support a clear vision for accessible content, review and develop explicit Check out Benetech’s #1: Review policies that address the importance of accessibility in planning for the increased Born Accessible resources existing content use of digital content, with recognition of UDL principles. It’s also critical to co- for content creators and policies. design this content with target users vs. only proxies (ex. parents and teachers). publishers. Evaluate if learners with disabilities have access to the current curriculum designs. If not, consider whether a re-design of the national curriculum aligned to the USAID’s Universal Design #2: Create three UDL principles could be a pathway forward for greater access and inclusion. for Learning to Help All clear accessible Establish a clear vision and use for accessible content to content creators Children Read toolkit content (publishers, vendors, educators), content-users (educators, learners) and other features helpful content guidelines. relevant stakeholders in order to support the development of accessible content guidelines. and a coordinated understanding of the requirements for accessible content. Provide educators with access to quality accessible digital content (whether OER #3: Support or commercial) repositories, and opportunities to learn how to mobilize these Bookshare develops and educators with materials in the classroom. Educators can also be supported with professional maintains accessible accessible development on how to mobilize this content in the classroom and create their content and materials content. own original accessible content. 21 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? ACCESSIBLE CURRICULUM TRAPS TO AVOID MODIFYING CONTENT FAIL TO TAKE A FORGET TO DISREGARD FUNDING VS. STARTING WITH UNIVERSAL DESIGN CONSIDER LAWS AND FOR ACCESSIBLE BORN ACCESSIBLE APPROACH REGULATIONS CONTENT Modifying content for Assistive technology Without a national When there are no learners with disabilities procurement should not strategy or roadmap with regulatory structures, after the fact can be prioritize one disability the goal of increasing guidelines and standards costly and challenging. category over others. access to AT, procurement to inform and regulate the It’s important to consider The provision of assistive usually happens in procurement of assistive these needs at the very technology should aim to an ad-hoc manner products, this can lead start of the content address learning gaps and with inconsistency in to issues in the quality of authoring process rather expand technology access frequency, and is not the products and their than working backwards to in order to strengthen the driven by detailed product appropriateness for the save costs, ensure content overall education system. specifications or based on context and needs of the is available to children with forecasted demand (CHAI, users (CHAI, 2020). disabilities at the same 2020). temp and create new norms around content creation. Traps to avoid along the way 22 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? AT TRAINING DEPLOYMENT WHO DO YOU NEED ON YOUR TEAM? TRAINING EXAMPLES • AAC Systems and Devices • Inclusive education Specialists Take a look at a series of open- • Symbol Set Choices • Learning designers and disabilities source training materials for AAC • AAC Assessment • Multimedia inclusion experts interventions developed by Global • AAC activities in a classroom • Assistive Tech designers Symbols in partnership with • Low tech access UNICEF. The training materials • Integration of other tech cover: solutions DEPLOYMENT PLANNING • Fundamental of AAC • Evaluating success #1: Assess needs and design training for learners with disabilities on how COSTS TO CONSIDER participants to use AT. Engage parents/ caregivers When training is not thought • Translation of training to support their child’s use of AT for of holistically, many essential resources education. elements can get lost and • Open licensing for training unexpectedly drive up costs. materials so that they can be #2: Design teacher training on how to Critical factors to consider in shared and built upon use AT with diverse learners. the planning stages for training • Basic digital literacy training for include: participants #3: Consider Offering therapies and • Technology standards used services related to the use of assistive • Shipping of devices (including across different regions, which technologies. import tariffs) may need to be considered • Training facilities, during training and for training #4: Building teachers’ capacity to accommodation/transportation materials consider how AT will support the and daily stipend for functional skills that allow students to access the general curriculum. 23 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? AT TRAINING IMPLEMENTATIOON STEPS STEP DESCRIPTION RESSOURCE Conduct research and gather data on student needs, abilities and skill levels in order to Learn more about #1: Gather personalize instruction. Consider how you might collect this data per classroom, school, Universal Design for data on or district. This data can support with UDL (universal design for learning) interventions, Learning through CAST. learner needs an evidence-based framework based on inclusive design principles in curriculum Access USAID’s Using ICT to for UDL. development to meet the needs of all students (CAST, 2018). Implement UDL guideline. MTSS is a popular model for operationalizing the principles of UDL with technology. This three-tiered system (whole class, small group, one-to-one) demonstrates how to #2: Design an raise the intensity of instruction in any arrangement (i.e., whole class, small group, and/ Read more about MTSS in MTSS model. or individualized instruction), in order to meet the needs of students with widely varying action on Edutopia. abilities. Leverage the data you have on student needs and the MTSS model to determine which students are best served by certain segments of the curriculum (tier 1/tier 2/tier 3). Make teacher professional development a priority, and design opportunities for teachers to apply their skills using AT in the classroom. Teacher professional development Check out this repository #3: Design programmes which incorporate digital literacy training are incredibly important when of PD resources from the teacher there is a need to apply more complex assistive technologies in the classroom to provide Center on Technology and training. increased and high-quality learning experiences for learners with disabilities across Disability. different contexts (Lynch, 2021). 24 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? AT TRAINING TRAPS TO AVOID TAKE A ONE-SIZE- DISCARD ANALOG IGNORE TRADITIONAL LACK OF EFFECTIVE FITS ALL APPROACH TOOLS AND INTERSECTING ASSESSMENTS TEACHER TRAINING OPTIONS VARIABLES Not all technologies Technology is a natural Engaging learners Some studies have There are intersecting are applicable for medium for UDL, but the through UDL, MTSS and shown that for teachers variables such as all students with the needs of learners may providing them with to successfully gain gender, socio-economic same disability type. not always be met with access to audio, video, confidence in using new status and location Determining a student’s tech-based solutions, digital text, and other AT with diverse learners (rural / urban) which accessibility needs In addition to having accessible formats in the classroom, they are important to should target the content available in should not only apply to need more hands- consider, and can have learning needs of the flexible digital formats, content but assessments on and practical a critical impact when student. It’s also critical it’s also critical to as well. It’s key to opportunities to apply implementing new ed to consider students provide learners with provide learners with new skills through tech interventions in motivations, strengths access to more tactile options for how they are teacher PD (Lynch, LMICs (EdTech Hub, and challenges. modalities. asked to demonstrate 2021). 2021). Individualized education their knowledge and plans (IEPs) often assessed against it. capture this student data (Banes et. al., 2020). Traps to avoid along the way 25 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Procurement and maintenance | Accessible curriculum | AT training | Monitoring and evaluation HOW to implement next steps ? MONITORING AND EVALUATION A 2021 systematic review conducted by the for a reliable, valid, and economical measure of assistive technologies might be most EdTech Hub demonstrated that there is a that is generically applicable across all major beneficial (GDI Hub, 2021). lack of evaluation data of educational categories of assistive technology (Jutai, interventions which met the Inclusion 2002). The PIADS has been used by UNICEF 3. Government and non-government run criteria for the review. and Global Symbols in Croatia, Montenegro initiatives are not always properly evaluated, A 2021 landscape survey conducted and Serbia for young children with complex as they rely on informal and unstructured across 5 countries by the IEI and GDI Hub communication needs who otherwise may feedback collected from teachers, families or corroborates this evidence, and determined be left out of early childhood education learners, which can produce data with bias that assessment and evaluation emerged services (UNICEF, 2020). and difficult to compare (GDI Hub, 2021). both as a key challenges and crucial enablers to the success of EdTech in Some of the challenges around improving the learning of children with monitoring and evaluation include: disabilities at primary school level. 1. Teachers lack of sufficient competences Psychosocial Impact of Assistive Devices to conduct extensive assessments and Scale (PIADS) the absence of support from specialized professionals like speech therapists (GDI One promising tool that has been developed Hub, 2021). to assess the impact of assistive devices on 2. For cognitive and learning difficulties and functional independence, well-being, and other impairments, there is no consensus quality of life is the PIADS, a 26 question on codified procedures for the assessment instrument for self-reporting (Jutai, 2002). of learners needs, or guidance on how to The PIADS was created to address the need support students or indication of what types Photo by EasyStand on Flickr 26 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES HOW Conclusion WHAT WHERE TO START ? CALL TO ACTION RECOMMENDATIONS • Assistive technologies are not an add-on, they 1. Review the implementation slides to are essential and must be a priority to achieve start building a work plan. SDG4: ‘Ensure inclusive and equitable quality education and promote lifelong learning 2. Assess how many learners with opportunities for all’. disabilities can benefit within your context by prioritizing assistive • The WBG has committed to ensure that all technologies. financed education projects and programs will be disability-inclusive 3. Ministries can underestimate the by 2025. See Guidance number of learners with disabilities Note of the Criteria for the who are out of school or receive a poor World Bank’s Disability- quality education, especially when data Inclusive Investment Project on disability is not tracked. Collect and Financing (IPF) in Education.  synthesize data that you can share. 4. Create buy-in and build a case to invest in assistive technologies for education. Photo by Ekitabu 27 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES HOW Conclusion WHAT WHO WHY World Bank staff (particularly, Task Team Leaders) Students with disabilities often don’t have access and decision-makers beyond the World Bank to the curricula, environment and teachers who who support education ministries on education can support them, and as a result either drop-out technology. of school or never enroll. Assistive technologies are not an all-encompassing solution, but can address a number of these challenges. Assistive technologies specifically for education The key ingredients for a successful assistive WHAT can include braille readers, AAC (alternative and technology intervention include the prioritization HOW augmentative communication) apps, screen of procurement and maintenance, accessible magnifiers, text-to-speech and speech-to-text curriculum and content, and training for students, software, large-key keyboards, alternative input teachers and caregivers. devices such as touchscreen displays; oversize trackballs on computer mice; and text readers. 28 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES To go further CLOUD OF KPs R E L AT E D S O U R C E S AI/ML Devices Cloud Adaptive Learning Connectivity GLAD infographic on Inclusive Digital Infrastructure Digital identity BE DATA Education Data visualization DRIVEN ENGAGE the NRENs ECOSYSTEM Procurement Ecosystem Startups Data collection EMIS AssistiveTechnologies LMS LEARNER DESIGN and Mobile based S T AY C O N N E C T E D Computer based ACT AT SCALE, Digital ASK WHY? FOR ALL Assessment Literacies Follow us on Twitter Digital Content EMPOWERED TEACHERS Subscribe to our podcast channel Teachers Competencies Spotify & Anchor More updates on Medium Subscribe to our EduTech Newsletter EdTech website OTHER EXISTING RELATED KPs EMIS 2.0 Digital content Devices Procurement 29 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT GLOSSARY Analysis, Design, Development, Implementation National Instructional Materials Accessibility ADDIE NIMAS and Evaluation Standard ADL Active Daily Living OAT Open Source Assistive Technology AIM Accessible Instructional Materials PWD Persons with Disability AT Assistive Technologies SEC Special Education Classroom Assistive Products for Communication and AT ICT SEND Special Educational Needs and Disabilities Information Consolidating Logistics for Assistive Technology SEN Special Educational Needs CLASP Supply and Provision SETT Student, Environment, Task, and Tools HAAT Human Activity Assistance Technology SNE Special Needs Education HI Hearing Impairment UDL Universal Design for Learning IDEA Individuals with Disabilities Education Act VI Visual Impairment IEP Individualized Education Plan Augmentative and Alternative Communication YAACK ISP Individualized Service Plan Connecting Young Kids IT Information Technology LRE Least Restrictive Environment LD Learning Disabilities NCLB No Child Left Behind 30 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT DEFINITION OF KEY TERMS AND RELATED RESOURCES Inclusive Education The World Bank all World Bank education IPF operations • providing multiple means of engagement are disability inclusive by 2025 and should approach to Inclusive education (IE) builds be used in conjunction with the Inclusive • providing students with multiple means on the approach promoted by the UNESCO of representation; Education Resource Guide. Salamanca Statement and Framework for Action (1994); the UN Convention on Assistive technology (AT) is defined by • providing multiple means of action and expression; the Rights of Persons with Disabilities the WHO as: “…the application of organized (UNCRPD), in particular Article 24, which Accessible information and knowledge and skills related to assistive focuses on the inclusion of children with communication technologies (ICT) for products, including systems and services” disabilities in mainstream education, as well persons with disabilities as UN Sustainable Development Goal 4. Assistive products (AP) are defined by There are a number of resources outlining including hardware such as magnification the Bank’s approach to inclusive education, the WHO as “…any external product (including devices, e-book readers for persons specifically the Inclusive Education devices, equipment, instruments or with disabilities; software such as Resource Guide: Ensuring Inclusion and software)…the primary purpose of which screen readers; mobile applications to Equity in Education (2019), which provides is to maintain or improve an individual’s enhance functional access to content and technical guidance across all stages of functioning and independence, and thereby communication including voice recognition, project planning, as well as education promote their well-being”. magnification, object recognition, sector-specific guidance related to disability apps for alternative and augmentative Universal Design for Learning (UDL) is and sexual and gender minorities. Guidance communication. Note for the Criteria for the World Bank’s an approach to education research, design Disability-Inclusive Investment Project and practices which uses the following Financing in Education (2021) supports WB three core principles (CAST 2021): teams in meeting the target for ensuring 31 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ • What are the main types of assistive technology solutions? • What are some pedagogical strategies that can support AT? • Where can I find additional case studies? • What are some other common assistive technology challenges and more resources to address them? 32 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ Back to What are the main types of assistive technology solutions? (Part 1/2) CATEGORY AT APPLICATION NEED AND RELEVANCE Electronic books, Book adapted for page turning, Single word scanners, For students having difficulty in reading Reading Predictable texts, Tabs, Talking electronic devices/software, Speech and understanding written text and in Software paying attention to the reading assigned. Pen/Pencil grips, Templates, Word processors, Word card/book/wall, For students having problem in writing or Writing software, Spelling/Grammar checker, Adapted papers composition For students having computational Calculators, Talking Clocks, Enlarged Worksheets, Voice Output Measuring Math problems and con- fusions, and finding it Devices, Scientific Calculators difficult to perform well in Math lessons Eye glasses, Magnifier, Screen Magnification, Screen Reader, Braille Large For students who have difficulty in seeing Vision Print Books, CCTV, Audio Lesson Tapes or lack complete vision For students who have difficulty in hearing Hearing Hearing Aids, Pen and paper, Signaling Devices, Closed Captioning or are absolute hearing impaired 33 Source: Ahmad, F. K. (2015). Use of assistive technology in inclusive education: making room for diverse learning needs. Transcience, 6(2), 62-77. INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ Back to What are the main types of assistive technology solutions? (Part 2/2) CATEGORY AT APPLICATION NEED AND RELEVANCE For students finding it difficult to access the computer in its Computer Word prediction, Alternative Keyboards, Pointing Option, standard form and have difficulty in performing aca- demic Acces Switches, Voice recognition software tasks For students having problems in comprehension of Communication Board, Device with speech synthesis for AAC language, and lacking the ability to express it, or are unclear typing, Eye gaze board/ frame, Voice output device in speech and demonstrate delayed expressive language Use of applications/devices depending upon the degree of disability/difficulty, in the area of reading and writing (Dyslexia), hand- eye coordination, written expression For Students having problem in language development, and composition (Dysgraphia), difficulty in fine motor Learning reading and writing (Dyslexia), hand-eye coordination, skills, Coordination (Dyspraxia), Math (Dyscalculia) Disability and written expression and composition (Dysgraphia), difficulty and Attention (ADHD) like - Talking electronic devices, ADD in fine motor skills, Coordination (Dyspraxia), Math Calculators, Electric Organizers, Highlighters, Pencil Grips, (Dyscalculia), and ADHD. Post-its, Computers, Spelling/Grammar Checker, Electronic Organizers, Recorded materials, Hand held Scanners, Print or picture schedule, Electronic Diaries etc. 34 Source: Ahmad, F. K. (2015). Use of assistive technology in inclusive education: making room for diverse learning needs. Transcience, 6(2), 62-77. INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ Back to What are some pedagogical strategies that can support AT? Universal Design for learning 1) Ask learners about their needs. strengths, and interests in order to design engaging lessons. 2) Leverage technology so that learners can easily adjust fonts, sizes, colors, and provide options such as text-to-speech and other accessibility features. 3) - Provide various formats for learners to demonstrate their knowledge. - Make commonplace AT accessible to learners. - Support learners keep track of subtasks 1 2 3 for meeting learning goals (calendars, checklists, etc.). 35 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ Back to What are some pedagogical strategy that can support AT? MTSS (Multi-Tiered System of Support) MTSS can be useful in operationalizing the three principles of UDL. Based on their students’ learning needs, teachers can analyze which modalities of student engagement, content representation, and student expression/ action are most effective and appropriate for each of the three tiers. This analysis can help them improve the quality of teaching for their students with disabilities, and in turn all of their students. Source: Lynn S. Fuchs, Douglas Fuchs, and Amelia S. Malone. “The Taxonomy of Intervention Intensity.” Teaching Exceptional Children, 50(I) (2017): 35-43 36 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ Back to What are some pedagogical strategy that can support AT? Accessible Content Types (USAID) Text in braille, large print, or both to understand spelling, grammar, and how text is formatted. Most students will Blind / low vision learn to write in braille too. They need an assistive device like a slate and stylus, brailler, or other technology to do this. Audiobooks, tactile pictures, and manipulatives help reinforce literacy skills. Materials should be available for students to use depending on their preferences and capabilities. This includes Communication challenges high-tech augmentative and alternative communication tools like tablet-based apps or low-tech formats like image printouts. Provide access to a wide range of writing tools and adapted books. Adapted reading materials with a decreased reading level and simplified grammar let students learn with their peers. Digital texts let students add extra spaces, Deaf / hard of hearing enlarge text, or have it read aloud as needed. Graphics, pictures, and video enhance comprehension. Physical manipulation to understand vocabulary and content. Provide access to a wide range of writing tools and adapted books. Adapted reading materials with a decreased reading level and simplified grammar let students learn with their peers. Digital texts let students add extra spaces, Intellectual disabilities enlarge text, or have it read aloud as needed. Graphics, pictures, and video enhance comprehension. Physical manipulation to understand vocabulary and content. Learning, emotional, and Students need many ways to communicate what they learn. This includes manipulatives, like letter blocks or cards attention disabilities and interactive games. They should have access to a wide range of texts chosen by both the teacher and student. Multiple disabilities or These students can achieve braille and/or print literacy. However, they need help with the building blocks of deafblind learning the skills. 37 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ Back to Where can I find additionnal case studies? Using the Global Burden of Disease database Researchers at WHO and WHO EURO Results: The use of the database • Mail capacity assessment of: efficacy collaborated to assess the capacity revealed 50 to 90 % higher prevalences of provision; cost; regulation; of governments in four countries to of presbyopia, hearing impairment, distribution and other factors provide assistive products (AP) to amputation and other issues in to government and/or donor people who needed them. Armenia and Ukraine than in Spain and respondents. Denmark. However all four countries • Conduct in-person and phone Methodology: The method involved were able to provide the 15 highest- meetings to follow-up on the using the Global Burden of Disease priority assistive products. However, assessment. database to estimate the prevalence all four countries also demonstrated of mobility, hearing and visual challenges in their regulatory NOTE that the database can be filtered impairments in Armenia, Denmark, environments, especially in relation by age, including “under 15,” as well as Spain and Ukraine. These estimates to requirements of private-sector other factors. were followed by qualitative products and tools investigation of governments’ abilities to procure and provide the needed Strategies they used: assistive products. • Search the Global Burden of Disease using country and other filters. 38 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ Back to Where can I find additionnal case studies? Global Symbols Global Symbols is a free and open- AAC users can also personalize an AAC Strategies they used: source publishing platform created symbol set with the Board Builder, • Linked symbol sets from various especially for symbol sets for learners which supports them create their own geographies and cultures to create with speech and communication AAC layouts and templates, search and interoperability and greater access impairments. Global Symbols links select the images they want, and add to communication platforms for AAC freely available AAC symbol sets with their own photos. users other linguistically and culturally • Developed tools for AAC users to localised symbol sets, providing AAC Global Symbols has also developed a personalize their symbols sets users with global access to series of training packages for speech • Created a set of trainings to support appropriate pictographic based and language therapists and others on professionals and non-professionals communication that can be used on any how to use symbol sets when working understand how to use symbol sets in communication application. with young children who are non-vocal interventions with AAC users or have speech, language and literacy Global Symbols carries over a dozen difficulties. This work has been piloted AAC symbol sets that are culturally with UNICEF in Croatia, Montenegro Click to learn more on Global Symbols and linguistically diverse for AAC users. and Serbia. 39 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ What are some other common assistive technology challenges and more Back to resources to address them? Challenges Poor policies and budgets Inadequate assessment Cultural Barriers Policies, and targets in many To determine the needs of the learners Cultural beliefs can act as a huge countries are not inclusive of children in order to get appropriate devices barrier to the use of assistive with disabilities, and countries lack to enable learners with disability to technologies. The negative attitudes appropriates budgets and resources perform tasks and assignments that towards children with disabilities held for AT programming. The lack of they would not typically be able to do by caregivers, teachers and members accurate data, operating guidelines without the necessary supports to be of a community can mean that stigma for screening and assessment and successful in the general education and discrimination prevent learners service delivery models affects in the classroom. with disabilities from receiving the effective AT use and the success for assistive technology the need or the learners. affect their self-esteem an academic work. 40 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Glossary | Definitions | FAQ HOW Annexes WHAT FAQ What are some other common assistive technology challenges and more Back to resources to address them? Ressources GLAD Network Digital assistive technology innovation Global Disability Innovation Hub The Global Action on Disability (GLAD) This GSMA report reviews the current The Global Disability Innovation Network is a coordination body of state of innovation in digital assistive Hub is a multi-sector, multi-partner bilateral and multilateral donors technologies in low- and middle- research and practice centre and agencies, the private sector and income countries (LMICs) and the bringing together diverse and cross- foundations working to enhance the perspectives from innovators across disciplinary expertise to for disability inclusion of persons with disabilities Africa and Asia working in assistive innovation and inclusion. in international development and tech. humanitarian action. link GLAD Inclusive Education Infographic] GLAD Inclusive Education Infographic 41 INTRODUCTION WHO WHY WHAT HOW CONCLUSION ANNEXES Supported with funding from