The use of Assistive Technology

in Education: A Guide for

Teachers and Schools
© United Nations Children’s Fund (UNICEF) Regional Office for Europe and Central Asia, 2022

The use of Assistive Technology in Education: A Guide for Teachers and Schools has been authored by
Katerina Mavrou and under the guidance of the Education Section, UNICEF Regional Office for Europe
and Central Asia

The Guide is informed by the academic work at the European University Cyprus, the work of the consortia
of the EU co-funded projects: SKATE Project, ENTELIS Network and ENTELIS+ Project.

The author would like to thank Nora Shabani from the UNICEF Regional Office for Europe and Central Asia
for the valuable guidance in the process of development, Fernando Botehlo and Asma Maladwala from
UNICEF Headquarters, Sanja Kabil, Sara Sajic, Lamija Landzo from UNICEF Bosnia and Hercegovina,
Marina Starcevic Cviko and Natasa Jovic from UNICEF Serbia, Maya Simonyan and Alvard Poghosyan
from UNICEF Armenia and teachers and school professionals from Bosnia and Hercegovina and Serbia
for their very valuable feedback and comments.

The Guide is part of the programme ‘Mitigation of the impact of COVID-19 on the lives of children and
parents in the Western Balkans and Turkey’ which has received funding from the European Union.

Cover photo: ©UNICEF BIH/2023/Djemidzic

This publication was produced with the financial support of the European Union. Its contents are the
sole responsibility of UNICEF and do not necessarily reflect the views of the European Union.
 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Contents
Acknowledgments 2

List of Abbreviations 5

Introduction 7

Teachers and School Teams Competences for using Assistive Technology

in Learning 10
Set of Competences for teachers 13

Sections 15

Section 1: Inclusive Education 17

Overview 17
Can do: Competences relevant to this section 17
Know – Understand – Analyse 18
Key points to remember 18
1.1. Definitions, constructions and main models of disability 18
1.2. What is and What is Not Inclusive Education 19
1.3. Pedagogy of Inclusive Education: Main approaches 22
1.4. How is AT constructed around disability conceptualisations? 26
1.5. Inclusive Digital Education 28

Section 2: Assistive Technology 32

Overview 32
Can do: Competences relevant to this section 32
Know – Understand – Analyse 33
Key points to remember 33
2.1. Definitions, terminology and global situation in relation to AT 33
2.2. Frameworks and Tools for AT Assessment in Education 39
2.3. AT for access, communication and learning in education 45

Section 3: Learning Design, Differentiation and UDL 62

Overview 62
Can do: Competences relevant to this section 62
Know – Understand – Analyse 63
Key points to remember 63

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

3.1. Learning for all in the digital era with the integration of technology:
Bringing together models from digital enhanced learning and AT 63
3.2. Inclusive lesson planning with AT and accessibility 66
3.3. Developing learning activities and material that integrate AT
and include all learners 74

Section 4: Whole school approach and system level implementation 86

Overview 86
Can do: Competences relevant to this section 86
Know – Understand – Analyse 87
Key points to remember 87
4.1. Working together for planning effective implementation 87
4.2. Training and competence development for effective implementation 89
4.3. Monitoring, reflective practice and self-evaluation for effective
implementation 92

ANNEXES 100
ANNEX 1: AT Assessment for Beginners: Three Steps and Five Tips to
Assistive Technology Assessment (Katerina Mavrou) 100
ANNEX 2: Template for assessing lesson plans in terms of barriers and
opportunities for the use of assistive technology for inclusive education
(SKATE project training materials) 102
ANNEX 3: Lesson plan template to facilitate the use of assistive technology
for inclusive education 103
ANNEX 4: Activity Analysis and Mapping for the use of assistive technology
towards Universal Design for learning 104
ANNEX 5: Example of an assistive technology implementation plan template 106

List of References and Resources 108

Articles and Readings 108
Frameworks, Guidelines and Projects Reports 110

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

List of Abbreviations
AAATE: Association for the Advancement of Assistive Technology in Europe

AAC: Augmentative and Alternative Communication

ASL: American Sign Language

AT: Assistive Technology

ATLEC: Assistive Technology Learning Through a Unified Curriculum (project)

CAST: Center for Applied Special Technology (now used only as acronym)

CCTV: Closed-circuit television

CRC: Convention on the Rights of the Child

DAISY: Digital Accessible Information System

DigComp: Digital Competence Framework for Citizens

DigCompEdu: Digital Competence Framework for Educators

DIPAS: Disability Inclusion Policy and Strategy

EASTIN: European (now Global) Assistive Technology Information Network

ENTELIS: European Network for Technology Enhanced Learning in an Inclusive Society

EQF: European Qualifications Framework

f2f: Face to face

GAATO: Global Alliance of Assistive Technology Organizations

GEM: Global Monitoring Report

HAAT: Human Activity Assistive Technology (framework)

ICT: Information and Communication Technology

IEP: Individualized Educational Programme

IM: Instant messaging

IMPT: Institute for Matching Person & Technology

ISO: International Standards Organization

KPT: Keeping Pace with Assistive Technology (project)

LMS: Learning Management System

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

MPT: Matching Person & Technology (framework)

PECS: Picture Exchange Communication System

PPT: PowerPoint

rATA: rapid Assistive Technology Assessment

SAMR: Substitution, Augmentation, Modification, Redefinition (model)

SELFIE: Self-reflection on Effective Learning by Fostering the use of Innovative Educational

technologies

SETT: Student, Environment, Tasks, Tools (framework)

SKATE: Skills & Knowledge on Assistive Technology in Early childhood inclusive education (project)

STEM: Science, Technology, Engineering, Mathematics

UDL: Universal Design for Learning

UN CRPD: United Nations Convention on the Rights of Persons with Disabilities

UNICEF: United Nations International Children’s Emergency Fund

WATI: Wisconsin Assistive Technology Initiative

WHO: World Health Organization

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Introduction
This Guide is for teachers and school teams and aims to provide an overview of the basic
principles and steps that educators can follow to promote the use of Assistive Technology (AT) for
multiple learning delivery modes, including in-person, distance, blended learning and hybrid.

The Guide builds on the understanding that the distinction between Information Communication
Technology (ICT) and AT is rather blurred. Although there are technologies that are being
developed specifically for children with disabilities (e.g., alternative input devices, rehabilitation
software/apps etc), they are nevertheless increasingly being used in combination with or
substituted by mainstream digital technologies. Because of the convergence between mainstream
and assistive technologies, educators are now required to be aware of the potential and
usefulness of both ICT and AT to ensure inclusion of their students. Hence, the guide refers to
assistive and digital mainstream technologies that are useful for inclusive education.

Furthermore, the Guide promotes an approach to implementation of AT for inclusive education

as part of the whole school approach and in collaboration with others. Thus, it is assumed that
the professionals in the field of education (e.g., classroom teachers, special educators, teacher
assistants, occupational therapists and speech and language therapists) are involved and
collaborating for supporting all learners both in the school and the community.

The Guide provides the key principles to consider when adopting an inclusive approach to
designing and implementing learning and ensuring that teaching materials and methodologies are
accessible and effective for all children, while maximizing participation opportunities for children
using individual assistive technologies. To do so, teachers need to be aware of the wider inclusive
education ecosystem and the collaborations they can have in identifying needs, selecting and/
or creating resources and co-designing approaches in order to successfully implement inclusive
learning.

The realization of inclusive education, with the support of AT is a complex process that involves
multiple stakeholders in an interplay of processes and activities, where strong communication and
a vision of the broader ecosystem is key. Each stakeholder regardless of the service and setting in
which AT is provided holds a unique but interconnected role. Thus, this Guide aims to demonstrate
that the teacher, the classroom and the school are not separated from the broader ecosystem.
Teachers need to have a broader understanding of the ecosystem of AT and inclusive education.
This broader understanding is the ground on which specific competences can be developed to
enable teachers’ instructional and learning facilitator role for developing and implementing inclusive
and AT supported learning experiences for all.

Furthermore, AT has multiple roles in making inclusive education happen. Appropriate use of AT
in education is linked to every aspect of the school physical, learning and social environment.
Ensuring that school premises are physically accessible through AT and accessibility
accommodations is the first step. AT has an essential role in rehabilitation and functional
empowerment of children with disabilities. Supporting functionality through AT in both physical
and digital activities is a next step for making participation in education possible. Lastly, AT provide
a huge potential for transforming and redefining the learning process, in ways that enable not
only functional participation in learning, but also enhancing motivation for fulfilling all children’s
expectations and potential. The teachers may have a role in all aspects of the use of AT for
inclusive education, but their role is anticipated as paramount in the more instructional aspect, for
employing AT in designing and implementing learning processes and experiences. Thus, the focus

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

of this Guide is mainly to walk teachers through steps of learning design with AT, but also make
links to AT tools and broader inclusive pedagogical approaches.

One of the main barriers to support inclusive education for all learners and especially learners’
with disabilities is the lack of awareness and relevant competences of various stakeholders in
the educational sector (Hoogerwerf and Mavrou, 2021). Through the years, acknowledgement of
such barriers led researchers and professionals in the fields of inclusive education and (assistive)
technology to explore ways to empower educators and facilitate capacity building towards the use
of assistive technology in educational settings for inclusive education. Thus, this Guide is building
upon existing relevant work and integrates resources and materials available from the following
key projects and initiatives:

The SKATE Project: The Skills & Knowledge on Assistive Technology in Early childhood
inclusive education (SKATE) project is a three-years (2020-2023) EU co-funded project which
aimed at fostering new skills and knowledge for teachers and educators for the appropriate
use of assistive technology and digital technology for inclusive early childhood education.
A relevant competence framework for teachers and a set of guidelines through a co-design
and participatory approach with teachers and other stakeholders working with children with
disabilities which facilitated the development of localised training modules for teachers,
piloted and validated in the partner countries. These resources and the research work linked to
teachers’ experiences have been considered for building this Guide, particularly the teachers’
competences section of these Guidelines adopted and adapted from the SKATE Competence
Framework,, as well as and the theoretical parts (Know - Understand – Analyse) .

UNICEF Resources: UNICEF has developed numerous materials and guidelines, either
connected to the needs of specific regions or more generally relevant to all areas and sectors
working with children and/or children with disabilities. In addition, using UNICEF resources
keeps the focus on UNICEF’s vision, mission and values.

The ENTELIS network: which originates from an EU co-funded project (2014-2016) which grew
into a network of partners. The vision and activities of ENTELIS focus on digital competences
and the reduction of the digital divide of persons with disabilities of all ages. Building on this
vision, core members of the ENTELIS network with additions of various other European
partners developed a series of projects and tools aiming at the digital empowerment of
persons with disabilities, particularly the ENTELIS self-assessment tool for schools that aims to
help school teams to reflect on the inclusive culture, policy and practices in relation to the use
of technology and digital inclusion of all children. The ENTELIS+ Glossary is also used here in
the sections of definition and terminology, together with UNICEF’s Glossaries.

European Agency of Special and Inclusive Education1: Inclusive Digital Education: In 2022
the Agency focused on Inclusive Digital Education and collected information and resources
that identify the main pillars for addressing inclusion in digital education. The report provides a
theoretical background for empowering teachers’ practices.

1
The European Agency of Special and Inclusive Education is an independent organisation that acts as a platform for
collaboration for the ministries of education in European countries members of the Agency. The Agency’s work is to
support the development of inclusive education systems through various activities.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Therefore, drawing from previous work and experiences, the following key principles are
considered in the development of the Guide:

Assess the needs and barriers to equal access and participation in the learning process for
1 all learners.

Choose and integrate assistive technology in the design, development and implementation
2 of learning activities based on inclusive pedagogies.

Identify the added value of assistive and accessible technology in removing barriers and
3 increasing participation in education.

4 Work collaborative in a whole school approach.

The above principles are considered fundamental for capacity development of teachers in using
assistive technology. Assistive technology (AT) is a multi-faced field and there are increasing
advances of embedded accessibility in mainstream technology that aim to facilitate the use
of technology by diverse groups of users. The interaction between assistive technology and
mainstream accessible technology becomes an additional issue for consideration. Hence, the
effective implementation of these technologies in education in a way that will create inclusive
learning experiences, requires teachers to develop a range of competences. These are related to:

• awareness, understanding and implementation of the principles of inclusive pedagogies;

• awareness, knowledge and practical skills in selecting and using AT, as well as facilitating
learners to use their on AT
• treating assistive technology as an integral part of the learning process during learning design
and teaching practice, and
• addressing all issues in relation to AT through collective and more systemic (in the school
micro-system) approach.

Following the above rationale and principles, this Guide is structured as follows:

• A set of competences is initially presented as a comprehensive overview of skills, knowledge

and attitudes related to different areas of professional development for teachers. They refer
to successful design, development, implementation and assessment of inclusive educational
activities, with the use of assistive technology.
• Following the set of competences, the Guide is divided into four Sections: (a) Inclusive
Education: Identifying challenges and responses to inclusive and digital inclusive education; (b)
Assistive Technology: Identifying, selecting and using assistive technology; (c) Learning Design,
Differentiation and Universal Design for Learning: Designing inclusive learning processes
and activities with the use of technology; and (d) Whole school approach and system level
implementation.
• Each section is introduced with a short summary of key points, linked to particular teacher
competences, basic concepts and theoretical background. This is further enhanced with lists of
additional resources. Moreover, in each section scenarios and examples of implementation are
provided, followed by points of reflection and consideration.
• Case studies are used to facilitate an understanding of the main concepts and approaches
elaborated. They reflect real school life situations which may also include segregation
practices. The intention is to realistically frame this Guide with existing educational practices
and show that inclusive education practices can be continuously advanced, including through
use of AT.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Teachers and School Competences

for using Assistive Technology in
Learning
Competence development for the use of AT in inclusive education is a key factor for success,
for both teachers and learners, as well as other involved stakeholders. Integrating AT in the
learning process for successful inclusive education requires combined competences both in
the broader area of digital/technological literacy, as well as across all areas of pedagogy and
instruction. Such competences involve teachers’ knowledge and skills for choosing and using AT
while being part of a school team, making AT part of the learning process, designing activities
that take into consideration individual learners’ assistive technology, but also supporting learners
in developing their own AT and digital competences. In addition to these, it is also anticipated
that teachers’ capacity is developed upon the foundations of inclusive pedagogies, which entail
identifying barriers in learning for all learners and acknowledging the imperative of providing equal
opportunities for participation in all aspects of learning.

In the following, a set of competences for teachers’ and school teams’ capacity development
is recommended. Competences included here are adopted and adapted from the SKATE
Competence Framework, which focuses on capacity development of educators in the broader
sense, including other professionals working with learners, to choose, use and integrate AT in
learning activities for all learners which acknowledges other similar frameworks, and builds on
them,2 in order to make competences more specific to AT, inclusive education pedagogy and
children’s education. In addition, the framework is short and specific for developing targeted
teachers’ and school teams’ professional development and training programmes. The first too
elements are particularly relevant to this Guide, Design of Curriculum and Learning Process and
Implementation of Teaching and Learning Strategies.

Moreover, it is considered that the effective use of AT and the promotion inclusive education
constitute a matter of digital literacy for both users/learners and educators. Acknowledgement of
the barriers in relation to digital literacy and digital competence development has led to the design
of several competence frameworks specific to particular groups of users, groups of professionals
or other target populations, or even to particular context of implementation, types of technology or
set of competences (Mavrou et al, 2022). In this context, other frameworks were also considered3
an r.

In conclusion, the set of competences recommended in this Guide have been reframed and
formulated to consider:

Level of Education: The SKATE project focuses more on Early Childhood Education, and
1 thus for the purposes of this Guide, competences and indicators have been adjusted to
a broader perspective of education. In addition, following the example of the EDC that
captures teachers’ specific digital competences across primary and secondary education,
competences are articulated using the broader pedagogical discourse and terminology and
not focusing on particular educational level.

2
The Index for Inclusion, the Universal Design for Learning, the Entelis+ Competences Framework, the KPT Guidelines
for Lifelong Learning in Assistive technology, DigCompEdu
3
Educator’s Digital Competence Framework (UNICEF, 2022), . European Digital Competence Frameworks (e.g.
DigCompEdu, UNESCO’s ICT Competence Framework for Teachers

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Levels of competences and progression: The SKATE Competence Framework

2 distinguishes between levels for which different steps of progression, proficiency
and expertise is defined, which is common for competence frameworks. In general,
some frameworks use a three-level approach e.g., Basic, Average, Advanced or Core,
Intermediate, Advanced, etc. Others use a six or eight level approach (e.g., see DigComp
2.1. for Citizens), which further split the three common levels to more specific and detailed
progression of competence. In addition, some frameworks define their levels according to
standard education levels such as the EQF levels, while others choose to either define their
levels in the more specific context of the particular framework, or follow a holistic approach,
without distinguishing levels. The last approach is applied in this Guide. The proposed set of
competences is considered essential for all teachers in terms of having basic knowledge,
skills and attitudes beyond the level of awareness, being able to implement these in the
learning and instruction, as well as being sharing and supporting peers.

Areas of competences: The SKATE Framework identifies four areas of competences which
3 are more specific to the methodological and instructional aspect of learning design and
same areas have been employed here.

Design of Curriculum and Learning Process: This area includes competences for
learning design in the framework of inclusive education: i.e., assessment of needs
and barriers (identification of children needs and prior experiences), setting inclusive
objectives and learning outcomes, plan/design inclusive learning and assessment
activities, developing and integrating Individualized Educational Programmes (IEPs) in the
inclusive classroom curriculum, and consider UDL guidelines as indicators.

Implementation of Teaching and Learning Strategies: This area includes competences

for implementing inclusive pedagogies, integrating AT in the learning process and
implementing UDL guidelines and differentiation with the use of AT.

Resources – Assistive Technology: This area includes knowledge of AT that can be used
in education, selection, modification, development/creation, and use of basic resources
and educators’ own digital competences.

Classroom Management and Collaborations: This area includes definition of roles

including parents’ and learners’ involvement, collaborative teaching, AT experts and other
professionals, more practical management issues such as setting up the equipment,
safety, maintenance and technical support, and classroom set up.

The above areas are framed in the broader educational spectrum of teachers’ competences
in terms of pedagogy, learner support, learning and classroom management, collaboration,
professional development and communication. Therefore, they are aligned to the four areas of
the EDC: Knowledge Development, Knowledge Application, Knowledge Sharing and Knowledge
Communication. Furthermore, competences have been developed in line to the key principles
on which this Guide is founded and have been outlined in the Introduction. Mapping of the key
principles and the Areas of Competences is presented in Figure 1.

11
 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Figure 1: Mapping key principles and areas of competences

Key Principles Areas of Competences

Assess the needs and

barriers to equal access and
participation in the learning
process for all learners

Design of Curriculum
! Implementation and Learning
Identify the added value Process
of assistive and accessible
technology in removing barriers
and increasing participation
in education and participation
in the learning process for all
Implementation of Teaching
learners
! and Learning Strategies
learners
! )'(!2)+%,1,2)%,-'!,'!%&$!
0$)+','3!2+-1$##!4-+!)00!
Choose and integrate
0$)+'$+#
assistive !
technology in the
!
design, development and
implementation! of learning
activities based on inclusive Resources – Assistive
pedagogies Technology

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*)++,$+#!)'(!,'1+$)#,'3!
2)+%,1,2)%,-'
Work !
collaborative in a whole Classroom Management and
school approach development Collaborations in School and
and implementation of learning
)'(!2)+%,1,2)%,-'!,'!%&$! Community
activities based on inclusive
0$)+','3!2+-1$##!4-+!)00!
pedagogies
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In the following Sections, individual competences are connected accordingly to each section. The
aim is *)++,$+#!)'(!,'1+$)#,'3!
to use associated competences as indicators and core elements of teachers’ capacity in
2)+%,1,2)%,-'
each section. ! therefore serve as guidance for teachers and school teams to reflect on
They can
their own perspective, practices and needs for using AT for inclusive education. Mapping own
)'(!2)+%,1,2)%,-'!,'!%&$!
practices across competences and development of teaching and learning scenarios, can be a
useful tool for evaluating capacity and identifying gaps and opportunities.

How can this set of competences be used?

Beyond serving as guidance for teachers reflecting on own capacity and needs, competences
listed here can be used to assist training teams and involved stakeholders to design and develop
learning programmes for educators’ training. Competences in each area can be used as learning
objectives or be elaborated into more specific learning outcomes customized to particular
educational settings, countries, groups of teachers and school teams, learning environments and

12
 The use of Assistive Technology in Education: A Guide for Teachers and Schools

modalities, or different educational levels. Further, professional development and teachers’ and
other school professionals’ training modules can be designed, where content and materials will be
aligned to learning objectives and evaluated across the identified targeted competences.

Set of Competences for teachers

The competencies are listed here as whole set, but also mentioned under each section which
focuses on specific competency.

Area 1: Design of Curriculum Implementation and Learning Process

1.1. To identify the importance of participation for all.
1.2. To seek and remove physical, digital, societal and other barriers to participation for all
learners, including inaccessible environments.
1.3. To plan lesson and learning activities while having all learners in mind.
1.4. To design evaluation activities contributing to the achievements of all learners.
1.5. To design learning activities that promote learners’ education, collaboration and
participation.
1.6. To be aware of the importance and the benefits of Information Communication
Technology (ICT) and Assistive Technology (AT) for all learners and especially learners
with disabilities.
1.7. To consider principles of Universal design for Learning (UDL) in terms of engagement,
representation and action & expression in all aspects of the learning process.
1.8. To consider the use of AT as a tool for removing barriers in the various aspects of the
learning process design.
1.9. To transfer the AT relevant objectives of the learners’ individualized educational
programs into inclusive lesson planning.
1.10. To design curriculum and lessons that promote awareness and acceptance of AT and
diversity to all learners.

Area 2: Implementation of Teaching and Learning Strategies

2.1. To encourage participation, support and provide possibilities for learners to use AT in
activities in and out of the classroom.
2.2. To apply basic accessibility solutions and AT in learning activities for learners with
disabilities.
2.3. To integrate ICT and AT, including personal AT of learners, as an integral and embedded
part of learning activities.
2.4. To differentiate materials, learning objectives, teaching methodologies and assessment
approaches with the use of AT and accessibility requirement for each learner.
2.5. To provide positive role models of using technology solutions by teachers.
2.6. To integrate alternative options for learning, language and communication, and physical
access and motor needs of all learners through AT.
2.7. To provide alternative methods of assessment of cognitive learning, language and
communication, motor and sensory learning, development and performance of all
learners with the use of AT.
2.8. To encourage communication with various and alternative means amongst all learners
2.9. To provide opportunities of familiarizing with ICT and AT for all learners.
2.10. To promote all learners’ interaction and collaboration through the use of AT.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Area 3: Resources – Assistive Technology

3.1. To distribute school resources fairly in classroom supporting inclusion.
3.2. To have knowledge of basic AT that can be used in the classroom.
3.3. To recognize basic common AT solutions for particular children’s needs.
3.4. To set up, configure and implement common/basic assistive technologies and specific
equipment used by specific learners.
3.5. To search and identify/select AT and accessibility resources for the particular needs of
individual learners.
3.6. To be aware and use the referral routes including access to funding, professional
advice on the use of AT and support as required to address learners’ needs.
3.7. To create accessible materials to support children participation in learning.
3.8. To recognize the limitations of AT resources and seek continuous improvement.
3.9. To know and use reliable sources of information and resources about AT solutions at
local/national level and international level.
3.10. To validate the appropriateness of the AT used by the learners.

Area 4: Classroom Management and Collaborations in School and Community

4.1. To communicate and collaborate with school assistants and other stakeholders (e.g.,
parents, other teachers) for the implementation of the AT within the school setting.
4.2. To plan, teach, review and solve problems on the use of AT following a team. approach
in inclusive education by getting involved in multi-disciplinary teams.
4.3. To be aware of the need to stay up-to date with innovative practices in the use of AT in
inclusive education.
4.4. To implement and share with colleagues, self-reflective practices for the use of AT for
inclusive education.
4.5. To support children’s parents and colleagues through the AT selection and funding
processes/mechanisms.
4.6. To organise the learning environment (activities, resources, opportunities for
participation, collaboration, etc.) to promote interaction and respect learners’ individual
needs and characteristics.
4.7. To manage, set up, maintain, upgrade and ensure safety of AT.
4.8. To recognize possible safety issues related to ICT/AT use in order to plan mitigation/
reduction strategies.
4.9. To manage communication with national or local authorities for issues of AT.
4.10. To encourage participation in projects and innovations using AT in inclusive education.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Sections
In the following, the four sections of the Guide: “The use of AT in Education: A guide for teachers
and school teams”, are elaborated.

The Four Sections are:

Section 1: Section 2:
Inclusive Education: Identifying challenges Assistive Technology: Identifying, selecting
and responses to inclusive and digital and using assistive technology.
inclusive education.

Section 3:
Section 4:
Learning Design, Differentiation and UDL:
Whole school approach and system level
Designing inclusive learning processes and
implementation.
activities with the use of technology.

What to expect in each section

Each section is structured in the following way to enable users of the Guide to navigate through
the various parts:

Overview
Introduction: a short summary of the key points

Can do
Competences: Corresponding competences for capacity development in the relevant
area(s).
Know – Understand – Analyse
Content/concepts/theory: Basic concepts and theoretical background and
summarizes main points with reference and links to original sources, summarized in
keypoints to remember.

Read – Search – Consult

Resources: List of resources, readings and sources of material and ideas to read,
search and consult

Develop ideas
Scenarios – Examples: Case studies, scenarios and examples of implementation.

Additional Resources and Tips

Tips and some extra information: Highlights in given resources, extra material and
cues for further consideration.

Think – Reflect – Act

Activities: Points for reflection and action.

15
©UNICEF Armenia/2016/Pirozzi
 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Section 1: Inclusive Education

Identifying challenges and responses to inclusive and
digital inclusive education

Overview

This Section focuses on basics of inclusive education and the principles for designing learning
processes which promote learning and participation for all learners. The belief that every child
has a right to a quality education that respects and promotes dignity and optimum development,
are at the core of The Convention on the Rights of the Child (CRC) and the Convention on
the Rights of Persons with Disabilities (CRPD). Albeit the fact that these values are adopted
and promoted by Global, Regional and National bodies and policies, there are still numerous
challenges and barriers that prevent equal access to education for all children. UNICEF has
developed several resources and material for supporting teachers in promoting inclusive
education (i.e., UNICEF’s Teacher Training Modules for Inclusive Education, 2015) linked to this
section. Therefore, in this section on Inclusive Education, guidelines are developed as reminder
of the core concepts and principles of inclusive education, looking a bit back on how this is
related to constructions of disability and diversity, and what is the impact of the emergence of
assistive and digital technologies and vice versa.

Can do: Competences relevant to this section

Main assumption: Teachers and school teams need to be able to assess the needs and
barriers to equal access and participation in the learning process for all learners.

• To identify the importance of participation for all.

• To seek and remove physical, digital, societal and other barriers to participation for all learners,
including inaccessible environments.
• To be aware of the importance and the benefits of ICT and AT for all learners and especially
learners with disabilities
• To encourage participation, support and provide possibilities for learners to use AT in activities
in and out of the classroom

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Know – Understand – Analyse

Key points to remember

• The way disability is constructed over different ideologies, theories, philosophical and
pedagogical paradigms, has an impact on the educational approaches for children with
disabilities and other groups of children
• Inclusive education is not another form of special education and neither an improved version of
integration
• Inclusive education includes all groups of children and embraces a whole school approach
• The way disability is constructed over different ideologies, theories, philosophical and
pedagogical paradigms, has an impact on the way AT is used in education
• Inclusive Digital Education holds the same premises as inclusive education

1.1. Definitions, constructions and main models of disability

Key point: The way disability is constructed over different ideologies, theories,
philosophical and pedagogical paradigms, has an impact on the educational
approaches for children with disabilities and other groups of children.

Disability constructions and discourses are often related to the disability models which
constitute different viewpoints regarding how disability is understood and conceptualised. The
main models of disability (but not the only ones) identified are considered to play a catalytic
role in the education of learners with disabilities and the struggles for equal opportunities.
This Guide builds upon the human rights approach to disability, as this is endorsed by the
UN Convention for the Rights of Persons with Disabilities (UNCRPD). It recognises that
disability is a part of human diversity that must be respected and supported in all aspects.
Emphasis is placed on the rights of people with disabilities to equal participation in all sectors
of life. Adopting a human rights perspective teachers and school teams are prevented from
viewing disability under theories of solely medical explanations and the need to ‘restore…
to normality’, as constructed by the medical model of disability, as well as theories of
victimization, incapability of learning and being autonomous, under the charity model. Also,
the human rights perspective helps teachers to understand disability as a result of physical
and social barriers, as defined by the social model, and the need is to acknowledge and
remove barriers in order to empower learners with disabilities. In addition, the human rights
model takes into consideration the criticism of the social model as inadequate to acknowledge
the person’s identity as a whole.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Medical Social Human

Charity
model Model Rights
Model
Model

Personal Problem Personal Tragedy Social Oppression Prejudice

Medicalization Victimization Social Barriers Discrimination

Social Action
Personal Problem Pity Social and Political
Removal of
Medicalization Care and Charity Action
Barriers

Equality
Personal Problem Discrimination Claim Human
Collaborative
Medicalization & Charity Rights
responsibility

Figure 2: Overview and connections of Disability models: Disability perspective,

response and outcomes (SKATE Guidelines, 2022)

Figure 2 illustrates how disability is conceptualized though each model, what is considered as
appropriate approach and what is the result of this conceptualization and approaches. In addition,
the figure illustrates the connections between the medical and the charity model, both resulting to
prejudice and discrimination, as well as the connection between the social and the human rights
model, both highlighting acknowledgment of barriers and the responsibility of society and political
action as well as the need to build persons’ agency and self-determination.

1.2. What is and What is Not Inclusive Education

Key point: Inclusive education is not another form of special education and neither
an improved version of integration.

Understandings and constructions of disability through the various disability models have
impacted the education policies and practices of children with disabilities. Often it is easier
to understand inclusive education if it is examined against other forms and approaches to the
education of diverse learners. In the following Table 1 the main approaches including special
education, integration and inclusive education are presented in summary points (SKATE
Guidelines, 2022).

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Table 1: Summary of approaches to the education of diverse learners

Special Education Integration Inclusive education

• Where: Separate • Where: Children’s • Where: A movement against
structures, curricula, placement in existing exclusionary practices in education
material, activities (inflexible) mainstream • How: Restructure schools at all levels
• How: Special school (curriculum, staff culture, school
curriculum, with • How: Modify schools buildings, etc.)
often ‘less’ content and existing practices • Emphasis: Social model: Barrier free
and ‘fewer’ expected and infrastructures when schools
outcomes (Lewis and there is a need (Sebba & • Result: Human rights: Equal
Norwich 2005) Ainscow, 1996). opportunities for all children to
• Emphasis: Medical • Emphasis: Attention access, participate and learn while
model: ‘Problems’ is not the quality of considering their interest, talents and
within the child should students’ experiences. abilities
be remedied • Result: Focus on
• Result: No equal socialization rather than
curriculum and equal opportunities in
opportunities to all education.
learners.

It is noted that these approaches to the education of children with disabilities cannot be
considered successive of one another over time, and emergence of one does not mean the
elimination of the other. The majority of educational systems around the world are still struggling
towards the establishment of inclusive education policies and practices, and both special
education and integration approaches co-exist even within the same systems. In addition, by no
means inclusive education can be considered as an extension of special or integrated education.
Inclusive education is an entirely new educational venture, a totally different paradigm, calling for
an educational transformation for social justice, which is also particularly addressed in Article 24 of
the UNCRPD.

Box 1: UNICEF’s Approach to Inclusive Education

Inclusive education is the approach UNICEF employs to ensure every child receives a
quality education. Inclusive education as defined in the Salamanca Statement promotes
the “recognition of the need to work towards ‘schools for all’ − institutions which celebrate
differences, support learning and respond to individual needs” (pg.2). Inclusive education is a
process that values the well-being of all pupils and is not an end in itself. (UNICEF, 2015a, p. 6

The article 24 on Education of the UN CRPD is expected to be articulated in policies and practices
for inclusive education, as a shared vision for a ‘school for all’. Comment 4 of the UN committee
highlights that:

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Box 2: Article 24 States must ensure for persons with disabilities:

• the right to education without discrimination and on the basis of equal opportunity;
• an inclusive education system at all levels;
• provision of reasonable accommodation, and individualised support measures;
• opportunities to acquire skills to ensure equal participation in education and community;
• access to teachers qualified with appropriate skills
• progressive realisation
• comment No 4 highlight action required for implementation
• Structures and systems
• Legislation and policy
• Planning and data collection
• Resourcing
• Teacher education and support
• Student assessment
• Accountability and monitoring

Read – Search – Consult

Need more information and training on the basics of inclusive education?

UNICEF’s Teacher Training Modules for Inclusive Education (2015). Introductory booklet

Module 1: Vision, Theory and Concepts

Activity 1.5.3, in Module 1: Vision, Theory and Concepts (UNICEF, 2015), guides you through an
experience of creating a shared vision for inclusive education that can be used to develop such a
vision in their own settings/school.

Additional Resources and Tips

Index for Inclusion (3rd Edition)

UNICEF Disability Inclusion Policy and Strategy (DIPAS) 2022-2030
Global Monitoring Report (GEM) inclusive education

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1.3. Pedagogy of Inclusive Education: Main approaches

Key point: Inclusive education includes all groups of children and embraces a whole
school approach.

In the educational practice inclusive education lies on the premises of inclusive pedagogy, a
pedagogical approach that aims to enhance learning for everyone in order to reduce educational
inequality. It refers specifically to pedagogy and approaches to teaching, which consider diversity
and individual differences part of the human condition (Florian, 2015).

Teaching and learning practices are usually not designed to provide rich learning opportunities
available for all learners, and they often lie in the framework of integration or even special education,
by only implementing approaches “that work for most learners, alongside something ‘additional’ or
‘different’ for those (some) who experience difficulties” (Florian & Black-Hawkins, 2011, p. 814).

Inclusive pedagogy does not disregard or deny individual differences between learners. The
key is the provision of options, and choices by considering every possible diverse learner in the
classroom (SKATE Guidelines, 2022). Approaches of inclusive pedagogy are those that provide for:

Wordcloud 1: Main elements of inclusive education pedagogical approaches

CHOICES are available to everyone. ADAPTABILITY to expected and unexpected

occurrences, learning profiles, interactions,
OPTIONS for opportunities in participation and reactions during the learning process.
and engagement are provided to all.
REASONABLE ACCOMMODATIONS as
INDIVIDUAL SUPPORT is offered to all at these are defined by the UNCRPD, including
any time in ways that do not stigmatise. the use of AT and accessibility requirements.

FLEXIBILITY during the design of the RESPECT TO INDIVIDUALITY in terms of

curricula and activities, as well as during the learner as human being considering
implementing teaching and learning disability, gender, cultural background,
practices. personal preferences, prior experiences,
digital competences profile, and the use of
personal AT equipment.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

In research and practice of inclusive education and number of approaches and frameworks
have been developed that embrace the principles of inclusive education pedagogy. The most
widespread and broadly used approaches, but not the only ones, are:

• Universal Design for Learning

• Differentiated Instruction
• Collaborative Teaching

Universal Design for Learning (UDL): “make learning inclusive and transformative for
everyone”.

Origins: Coming from the broader concept of Universal Design (UD) or Design for All,
which is based on an architecture and engineering framework introduced by
Mace (Mace, Hardie & Place, 1990) for the design and development of physical
environments, and then the design of products (Michael & Trezek, 2006).

Definition: UDL “is a framework to improve and optimize teaching and learning for all
people based on scientific insights into how humans learn”.

Introduced by: CAST (originally Center for Applied Special Technology) with the aim to “make
learning inclusive and transformative for everyone”.

Premises: Design learning having every possible learner in mind instead of focussing
on how to make adaptations or provide additional or different modification for
particular differences and needs.

Design inclusive learning experiences right from the beginning and not simply
making adjustments to existing processes and infrastructures.

Framework: Design elements of educational curricula in order to respond all learners’ diverse
needs and opportunities to participate. Instructional goals, methods, materials
and assessments can be customized and adjusted to meet individual needs but
be available to everyone.

Principles: UDL is based on three basic principles (CAST, 2022):

Engagement: providing options for motivating and maintaining learners’ interest

and effort in the learning process;

Representation: providing options of different means of presenting content and

information;

Action and expression: providing options for various means of participation and
learners’ interaction in the learning process.

A set of guidelines is also available, as a tool used for the implementation of each one of the
principles of UDL. UDL guidelines offer concrete suggestions that can be applied to any discipline
or domain to ensure that all learners can access and participate in meaningful, challenging learning
opportunities. In addition, CAST has also developed a set of checkpoints according to guidelines,
which provide examples and ideas of choices and strategies to be implement for addressing the
UDL principles.

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Further analysis and implementation guidance for UDL in relation to AT is provided in Section 3:
Learning Design, Differentiation and UDL: Designing inclusive learning processes and activities
with the use of technology.

Differentiated Instruction: a tool for UDL and inclusive pedagogical approaches

Origins: As conceptualised in inclusive education differentiated instruction or

differentiation originates from the work of Carol Tomlinson (1999; 2000)
who described an instructional approach that systematically takes learners’
differences into account in designing learning opportunities for each student.

Definitions: A variety of definitions during times a synthesis of which defines differentiated

instruction as a flexible approach to teaching during which educators aim at
responding to all learners’ interests, readiness and learning profiles, due and
through their diversity (Charalambous et al, 2022)

Introduced by: Carol Ann Tomlinson with her first book in 1999. Tomlinson is considered as the
guru of differentiation.

Premises: Learners have individual learning profiles, interests, preferences, personality,

skills, background, experiences, etc.

School classrooms are heterogeneous in many aspects, such as language,

cultural identity, disability, socio-economic.

Education is expected to be democratic on the basis of equal opportunities and

promote social justice.

Framework: Differentiation entails adjusting the learning content, process, outcome and
environment in relation to learners’ readiness, learning profiles and interests
(Sousa & Tomlinson, 2011).

Strategies: There are a number of strategies for applying differentiation to the learning
content, process, outcome and environment. In relation to content differentiation
strategies include ways in which knowledge and information is presented,
and skills and attitudes are developed. In process, differentiation strategies
involve ways that children are facilitated to act, interact, collaborate. In terms
of outcomes, differentiation strategies refer to ways provided to learners’ to
demonstrate their learning progress and results. Finally, in terms of environment,
differentiation strategies involve the physical environment space and materials,
the relationships between learners, the sense of safety and belonging, as well as
autonomy and co-existence.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Wordcloud 2: Techniques for differentiated instruction

Collaborative teaching: shared vision, shared values, shared responsibility

Origins: Collaborative or co-teaching is traditionally connected to inclusive education.

As a term, has mainly appeared to denote the relationship that special and
mainstream education teachers should have in order to provide successful
education to learners with disabilities (Peery, 2017).
Definitions: Co-teaching is identified as the collaboration between two or more teachers
(education professionals) who share the responsibility of designing and
implementing the learning process, including responsibility of student
accountability.
Introduced by: Collaborative teaching is a strategy implemented in various ways while educators
try to meet a range and diversity of students learning profiles. The term and the
concept became pervasive with the evolvement of inclusive education, where
approaches shifted to a more inclusive and team-work paradigm.
Premises: In the framework of inclusive education, collaborative or co-teaching has been
connected to the Activity Theory Model (Engeström, 2014), which emphasizes on
the needs of coordinated actions of people joining with a shared vision in order
to make inclusive education a reality (UNICEF, 2015). Successful co-teaching is
mainly built upon a relationship of trust, shared values and shared responsibility
of all aspects of the learning environment.
Framework: Successful co-teaching is developed within the concept that both teachers are
viewed as equal partners in the classroom, and they are introduced as a team.
The team may frame their work in a variety of ways that include coordination,
shared activities in classroom, reflective communication and joint decision
making.
Strategies: Though literature outlines several models of collaborative teaching most of them
shared the same basic strategies towards inclusive education summarized as:
• Common planning;
• Joint decision making on lesson design and differentiation;
• Shared objectives for each learner in the classroom;
• Shared teaching, in various models (e.g. parallel, alternate, teaming); and
both teachers work with all learners;
• Learners know that teachers are a team;

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

• Communication from and to classroom (e.g. with parents and other

stakeholders) goes commonly to and from both teachers;
• Common evaluation of the process: commonly provide feedback to all
learners and reflect on own practice.

Read – Search – Consult

UNICEF’s Teacher Training Modules for Inclusive Education (2015). Module 2: Working together
to create Inclusive Schools
UNICEF’s Teacher Training Modules for Inclusive Education (2015). Module 3: Enabling
environments for personalised learning
Teacher Manual of School-Based and Classroom-Based Activities To Support All Learners
(2018)
UNICEF’s Series A Rights-Based Approach to Inclusive Education for Children with Disabilities
(2015)
Booklet on Access to School and the Learning Environment II, Universal Design for Learning
Booklet on Teachers, Inclusive, Child-Centred Teaching and Pedagogy

Additional Resources and Tips

Activity Theory is further discussed in Introductory booklet (UNICEF, 2015),

Activity 3.1.5, in Module 3: Enabling environments for personalised learning, (UNICEF, 2015),
may help you to deepen understanding of situations by practicing the analysis of situations for
implementing UDL
Activity 2.4.2, in Module 3: Enabling environments for personalised learning, (UNICEF, 2015),
aims to facilitate your reflecting on roles and tasks of an inclusion team, also relevant to
collaborative teaching.
Section 1.2, School Activity 4 in the Teacher Manual (UNICEF, 2018) is focused on collaborative
teaching.

1.4. How is AT constructed around disability conceptualisations?

Key point: The way disability is constructed over different ideologies, theories,
philosophical and pedagogical paradigms, has an impact on the way AT is used in
education.

Assistive technology is a multidimensional field that is affected by the approaches to disability,

technological developments, the social, institutional and financial framework, educational
approaches and the philosophy on education of children with disabilities and other groups of

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

learners. Arguably, constructions of disability do not only impact the education of diverse learners
but also affect the way AT is conceptualized, provided and implemented in education (and other
areas of life). This often impacts stakeholders’ attitudes, aims of AT service delivery, the legislative
framework, teaching and learning practices and more.

In relation to the disability models (medical, social, human rights), technology is conceptualised
as a solution that has a different target in each model, different application strategies, as well
as a different anticipated outcome. Specifically in education, providing and including AT in the
educational system is directly connected to an educational policy for the education of children with
disabilities and to structures offered in educational settings. Table 2 summarizes how constructions
of disability are linked to approaches in AT in education.

Table 2: Perspectives of AT implementation

Medical – Charity Paradigms Social – Human Rights Paradigm

The impairment as a deficit The AT services in education
Emphasis
within the child (person)
Failure of the child to perform Lack of access to appropriate resources
Difficulty/Barrier
specific tasks
The impairment as a deficit Learning environment does not match
Source of the
within the child (person) child’s personal aims, profile, aspirations,
difficulty/barrier
interests and competences
Evidence for the Impairment has been assessed, AT (and digital) divide (systemic, financial,
difficulty/ barrier identified, confirmed digital literacy, legislative and other factors)
Internalisation of deficit and Internalisation of the right to AT and equal
Consequences
acceptance of failure. opportunities
“Rehabilitation” and Access to AT products and services in
Possible
compensation of the deficit education
solutions
(impairment)
• Medical evaluation • Development of comprehensive AT
• Special therapy and service system
rehabilitation • UDL
Strategies
• Special education • AT to be integrated in the inclusive
• AT to ‘substitute’ the education policy and practice framework
impairment
• Individual benefit in terms of • Focus on institutional, environmental,
functionality social, financial, instructional, attitudinal
Outcome of the • Total dependence on ‘special’ and other barriers
strategies and segregative education • AT as a tool for removing barriers in the
• Patient and ‘special needs’ learning environment
identity
• Improvement of functional • Equal opportunities
efficiency • Freedom of choice
Expected
• Individual adjustments • Digital (AT) competence development
outcomes
• Return to individual learning • Increased opportunities for interaction
tasks and participation in learning

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

1.5. Inclusive Digital Education

Key point: Inclusive Digital Education holds the same premises as inclusive
education.

The rapid advancements of digital technology are gradually transforming all aspects of our lives
including education. Digitalisation of education, i.e., structuring education systems and processes
around digital communication, digital media and infrastructure, has led to a broader concept
of education, currently established under the term Digital Education. In general, this entails
the innovative use of digital tools and technologies during teaching and learning. Other terms,
such as digital learning, or digitally enhanced learning, or e-Learning, or technology-enhanced
(or supported) learning are used in relevant literature. Digital education is identified in multiple
learning delivery modes, including in-person, distance and hybrid, as well as in different modalities,
including face-to-face, online learning and blended learning. AT and accessibility hold an essential
role in the design, development and implementation of digital education in order to make this
barrier free and available to all learners.

According to the European Agency of Special and Inclusive Education (2022),

“Inclusive Digital Education is defined as digital transformation that goes far beyond applying
suitably designed digital technologies in education. Inclusive digital education involves all
education system levels – from the individual to the educational institution, to the regional
or national level. In inclusive education systems, this entails addressing inclusion, exclusion,
digitalisation and the digital divide as interconnected and inter-dependent cross-cutting
issues. This is vital if digital education is not just to be implemented for some but is to be
permanently anchored in the education system’s structures to foster resilient educations
systems that provide equitable education opportunities for all learners” (p.8).

Digitally inclusive education is affected by global, national and local factors that are composed of
both the ideological and political backgrounds of education, but also the design and development
foundations of an educational setting. In order to set the goals for a digitally inclusive school, a
number of parameters need to be considered at a macro-level (i.e. theories, conventions and
philosophies, ethical codes) at a meso-level (i.e. programs and services development) and at a
micro-level (i.e. in terms to implementation in the learning practice) (Mavrou & Hoogerwerf, 2021;
European Agency for Special and Inclusive Education, 2022).

At a macro-level, parameters consist of institutional and legal frameworks at global, regional and
national Level, which determine assistive and digital technologies as matter of human rights and
an issue if equality and social justice.:

• the UN CRPD,
• the European Accessibility Act,
• the Digital Education Action plan,
• the United Nations (UN) 2030 Agenda for Sustainable Development,
• the Global Report on Assistive Technology.

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In addition, ethics codes and data protection directives such as the GDPR are also relevant,
especially with the outbreak of innovative technologies such as Artificial Intelligence and robotics.

At a meso-level, factors focus on teachers and learners, educational institution and technology.

• For both teachers and learners, digital competence development seems to hold a central
role. Connected to the concerns on the widening of the digital divide, there is an increased
interest on digital competence frameworks, some of which are more specific on the use of AT
(see ENTELIS+, ATLEC, KPT) and digital AT for inclusive education (see DigCompEdu – Area
5, SKATE). Also, the role of teachers and learners is highlighted in terms of collaborations and
involvement in the design of learning activities with the use of technology.

• At the level of educational institution, the European Agency for Special and Inclusive
Education, (2022) highlights that schools must undertake own measures for digital
transformation thought a whole school approach, in order to empower teachers to embrace
inclusive digital education in various modalities. Teachers’ attitudes remain a major issue. The
shift required is often vast, while support and resources are limited.

• Finally, at the level of technology, when referring to ‘end-users’ or target groups, often a
medical model perspective is observed, while AT is largely viewed as a compensatory means.
Nevertheless, new and innovative technologies seem to have a significant potential for the
education of children with disabilities, though most of them are not reaching the classroom
practice. Standards and quality are also currently a trend in discussions about research, design,
development, implementation and evaluation of technology for the purposes of inclusive
education.

At a micro-level, inclusive digital education seems to heavily rely on the implementation of

differentiation and UDL. Digital and AT is valuable for providing flexibility, options and control to
users, and for re-defining the learning process to a meaningful experience for all.

the challenge is how all these are coming down to the design of educational programmes and
services, and more specifically to get them effectively to the microlevel of the classroom practice.
And these challenges are not actually different than the challenges identified for promoting
inclusive education in general.

Read – Search – Consult

What does literature say about Inclusive Digital Education?

Read the European Agency for Special Needs and Inclusive Education (2022) Literature
Review Report on Inclusive Digital Education

Additional Resources and Tips

Section 2: Assistive Technology: Identifying, selecting and using AT, is dedicated in strategies
for the use of AT for inclusive education. Going through the section try to make the
connections with the role of technology for successful inclusive pedagogies.

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Think – Reflect – Act

Here are some activities for reflecting on own attitudes, understanding and practices of the
contents of Section 1

1. Why is understanding constructions of disability is important for education?

As mentioned in sub-section 1.1. the way disability and diversity are conceptualised through the
various models and ideologies, impacts the perspective educational systems and educators hold
for which is an appropriate educational approach for diverse learners.

Try to match/elaborate on the educational models below with possible teaching and learning
approaches and underlying disability models?

Inclusive
Exclusion Segregation Integration
Education

2. How is UDL considered as an approach of Inclusive Pedagogy?

Try you draw a grid that shows the relationship?

Inclusive Education Premises Universal Design for Learning

3. Ready for an initial self-evaluation of your own school/learning setting?

Try out the ENTELIS self-assessment tool for schools [English].

The tool is intended to help teachers and school teams to reflect on how your school is doing with
regard supporting students with disabilities (and not only) in the development of ICT and ICT-AT
skills. The aim is to identify the school culture, policies and practices in terms of digital inclusion.
Through a questionnaire with sets of descriptors/indicators, the tool will help you identify any good
practices in your school, and the areas in which your school should increase its efforts in order to
increase outcomes. Indicators/descriptors are organised in areas.

It has too versions: the short and the extended version.

Short version: includes a broad descriptor of good practice for each area, which is the one
recommended to try out at this stage. It also includes a short worksheet for identifying gaps.

Extended version: includes four descriptors of good practice for each area. The extended version
also includes typical questions that help you to understand the criteria and to assess at what stage
of achievement you are. It further provides guidance in the definition of an action plan. In that case
the worksheets provided will become collaboration tools between staff members. Keep this for
the end of the Guide!

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©UNICEF Armenia/2019/Publicis Hepta-Gevorgyan
 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Section 2: Assistive Technology

Identifying, selecting and using assistive technology

Overview

The Global Report on Assistive Technology (WHO, UNICEF, 2022) emphasizes that ‘access to
assistive technology for children with disabilities is often the first step for childhood development’.
The report focuses on basics of AT in terms of identifying and selecting appropriate AT for learners
in collaboration with other stakeholders, as well as developing skills for setting up and operating
some AT products and accessibility requirements. Paying attention to provisions and use of AT
for children is particularly important, as their needs and conditions are constantly changing during
growth. Technology has a huge potential to increase opportunities and remove barriers in the
education of all children, increase functionality and access to physical and digital education settings
and environments for children with challenges in functional skills, and increase opportunities for
learning and participation. AT supports the right of children to education, while at the same time
access and use of AT in education should be regarded as a human right for children that would
benefit from it. Collaboration and engagement of teams involving various actors and stakeholders
in the whole process of identifying needs, selecting and implementing AT is essential. These are
teachers, other school staff, family, service providers.

Can do: Competences relevant to this section

Main assumption: Teachers need to be empowered in choosing and integrating AT in

the design, development and implementation of learning activities based on inclusive
pedagogies.

• To consider the use of AT as a tool for removing barriers in the various aspects of the
learning process design.

• To have knowledge of basic AT that can be used in the classroom

• To recognize basic common AT solutions for particular children’s needs.

• To search and identify/select AT and accessibility resources for the particular needs of
individual learners.

• To set up, configure and implement common/basic assistive technologies and specific
equipment used by specific learners

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• To validate the appropriateness of the AT used by the learners

• To provide positive role models of using technology solutions by teachers

• To create accessible materials to support children participation in learning.

• To know and use reliable sources of information and resources about AT solutions at local/
national level and international level.

Know – Understand – Analyse

Key points to remember

AT is identified as multifaceted concept, and dynamic and largely interdisciplinary field, designated
in human rights promoted by global agendas and conventions

Selection and provision of AT in education is a systematic process requiring teamwork with the
children/learners in the center.

There are abundant resources and products for AT in education which need to be carefully
examined and aligned to learners requirements, expectations and aspirations, as well as the
learning environment and delivery modes.

2.1 Definitions, terminology and global situation in relation to AT

Key point: AT is identified as multifaceted concept, dynamic and largely

interdisciplinary field, designated in human rights promoted by global agendas and
conventions.

AT often refers to technology products as well services and systems in order, enable people to
live healthy, productive, independent lives with dignity and to participate in education, the labour
market and civic life. The Global Report on Assistive Technology (2022) (p. 6) identifies two of
the main definitions that are gaining more ground in the sense of developing a more common
understanding and language around AT: the WHO definition (Box 3.1) and the ISO definition
(Box 3.2) in this Guide both definitions seem relevant. The WHO definition (Box 3.1) provides
coherence of the Guide with the global perspective. It also highlights well-being, an aspect
particularly essential for children and is comprehensive referring to both products and services.
The ISO definition (Box 3.2), though is more specific to products and functionality, identifies AT
as a tool for participation, which is central in the framework of inclusive education.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Box 3.1. WHO definitions

Assistive technology is the application of organized knowledge and skills related to assistive
products, including systems and services. Assistive technology is a subset of health technology.

An assistive product is any external product (including devices, equipment, instruments or

software), especially produced or generally available, the primary purpose of which is to maintain
or improve an individual’s functioning and independence, and thereby promote their well-being.
Assistive products are also used to prevent impairments and secondary health conditions.

Source: Priority assistive products list. Geneva: World Health Organization; 2016 (https://www.who.int/publications/i/
item/priority-assistive-products-list, accessed 20 April 2022).

Box 3.2. ISO definition

An assistive product is any product (including devices, equipment, instruments and

software), specially produced or generally available, used by or for persons with disability for
participation; to protect, support, train, measure or substitute for body functions/structures
and activities; or to prevent impairments, activity limitations or participation restrictions.
Source: Assistive products for persons with disability — Classification and terminology (ISO 9999). Geneva: International
Organization for Standardization (ISO); 2016 (https://www.iso.org/standard/60547.html, accessed 20 April

Terminology
Often the terminology used for and within AT varies depending on the scope and the context.
Figure 3 summarises some terminology distinctions.

Figure 3: Variations of technology related terminology

Assistive Technology Educational Technology

Any technology used in the learning
Focused more on functioning
process

High-tech Low-tech
More complex electronic or digital Simple non-digital, non-electronic or very
technology simple electronic technology

Hardware / Equipment Software / Apps

Instructions, procedures and programmes
The physical component that perform various tasks

Off-the shelf Customised

Created spefically or personalise for the
You can just walk in a store and get it user

Tools Devices

The means for performing a task The technology artefact itself

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Check this out - Brainstorm

Using the right terminology depending on the context there may be of crucial impact (Case 1). In
other words, terminology conceptualisation and interpretation to practice and decision making
depends on policy, funding mechanisms and schemes, prevailing approaches and constructions of
disability and diversity in general.

Case 1: Educational or Educational Technology? Or is it ‘special equipment’?

What is funded and what is not? Who is eligible and who is not?

Luis is 10 years old. At school he is facing some challenges in reading comprehension and
spelling. The teacher realised that when they use educational technology in the classroom
his interest and participation is increased. Such technology may include recordings, videos
and writing group assignment using the one computer of the classroom. Thus, the teacher
in collaboration with the parents proceeded in requesting an extra laptop in the classroom
with some applications for practicing spelling, reading text aloud and children friendly word
processors. In her request she included Luis’ case to document the need for the class and for
Luis.

Country 1:
The request was rejected. The responsible Ministry stated that their scheme funds only ‘special
equipment’ for children with ‘special needs’, that would go through the process of a medical
and rehabilitation assessment for prescribing equipment.

Country 2:
The request was returned. The responsible Ministry stated that their scheme funds only
‘assistive technology’ that would support the individual needs of any child is assessed through
the AT system by a multi-disciplinary team. Luis can be eligible for a laptop, a text-to-speech, a
speller and some supporting apps, but a referral should be submitted to the service providers.

Country 3:
The request was positively responded. The local educational authority provided funding to the
school for acquiring an additional laptop computer and the local AT and inclusive education
resource centre staff collaborated with the teacher in order to identify appropriate software
applications for Luis and the rest of the class.

Additionally, distinction between two terms can be on a very thin line and unessential. For
instance, differentiating devices from tools is important in technical terms, but it may not be
important for the final objective: use the devices as tools for promoting inclusive education.

Given the discussions on Inclusive Digital Education in view of the digitalisation of education and
the role of digital and AT for inclusion in digital learning, new terms and concepts emerge. Some of
the most widely used terminology especially during the last decade, and more intensively after the
outbreak of the COVID-19 pandemic include terms such as digital divide, digital inclusion, digital
competences and skills, digital accessibility, accessible mainstream technology, that are also used
in this document.

In conclusion, looking into definitions, terminology and language in AT is significant in terms of

establishing a common basis and a common understanding, while concepts become meaningful in
the current context.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Read – Search – Consult

Interested in more definitions and terminology in relation to digital inclusion, digital learning
and digital accessibility?
The ENTELIS Network has developed the ENTELIS+ Glossary of Terms (2021), that is actually
an updated version of the first ENTELIS project Glossary and Taxonomy.
See also UNICEF’s Glossary in Accessible Digital Learning Portal

Think – Reflect – Act

Some more thinking linking Sections 1.1, 1.4 and 2.1.

1. Which models of disability and AT constructions are represented in each of the three
different countries’ response in Case 1?

Create a connection table if you find it helpful

Ecosystem for AT provision

As mentioned in the introduction, AT is gaining more

attention during the last decade and has been move
high on the global agendas. Most of the initiatives and
efforts at a Global and Regional level are not directly
connected to inclusive education. However, they
provide the foundations on which UN and EU member
states can build inclusive education policies and
educational systems that will encompass provisions
for AT, educational staff training and support as well as
monitoring of implementation and follow-up. Therefore,
teachers and school teams are encouraged to be aware
of such advancements which are useful for developing AT
inclusive attitudes and culture.

The most important global and regional initiatives on

AT are looking into systems, barriers and access to
AT through the 5Ps framework for improving access
to AT (Figure 4), developed by the World Health
Organisation (WHO). The 5Ps framework analysis access
to AT from the perspective of People, Policy, Products, Provision, and Personnel.

WHO has also identified the AT provision process in four steps (Video 1), in order to support
countries develop their own systems.

Along the same lines UNICEF in collaboration with the WHO (Video 2) has turned attention to
AT for children, showing the way for action, by identifying the main barriers to AT specifically for
children and by highlighting the benefits of the use of AT.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

In the European region, declarations (e.g. the Bologna Declaration on Unlocking Human
Potential, Video 3) have been launched to endorse the role of AT in Human Rights. The European
Commission has also turned attention of member state’s policies to an aspect of AT that is more
focused on accessibility through the European Accessibility Act (Video 4) and the EU Directive (EU)
2016/2102) on the accessibility of the websites and mobile applications of public sector bodies.

A brief overview of the current situation

The aforementioned Global and Regional efforts aim to provide a framework for countries to
develop their own AT service delivery systems. However, in many countries there is no coherent
AT service delivery system, or there is a total absence of such a system/service4. These
challenges are one of the main reasons for WHO to develop the 5Ps framework presented above
(Figure 4).

Despite the inconsistencies and challenges, in most of the countries around the world there
seem to be State institutions, NGOs, private initiatives and/or other types of organisations that
are involved and promote in any available means, the assessment and provision of AT. There are
a number of models and frameworks created to facilitate consideration of AT by involved teams,
through a more systematic process and all of them share the main principles identified by the
5Ps Framework of WHO:

• Person-centered processes.
• Respect to individual preferences and human dignity.
• Teamwork, collaboration and multi-disciplinarity in assessment and decision making.
• Structured but flexible, non-linear approach.
• On-Going: follow-up and implementation planning is part of the process.

At the level of research and professional work, a number of frameworks have been developed
to guide AT teams in assessment, implementation and follow-up of the use of AT for persons of
all ages. These are briefly presented in Sub-section 2.2. where emphasis is placed on those that
seem more relevant to education.

Read – Search – Consult

Interested more on what is going around in the international arena in relation to AT?
International Level Initiatives
The WHO in collaboration with UNICEF and other global stakeholders and researchers have
developed a number of resources and materials to promote provision of AT. You may consult some
of these:
Priority Assistive Products List: a model of AT products list from which states can develop a
national priority assistive products list according to national need and available resources
Assistive Products Specifications and how to use them: A guide to procurement of assistive
products, primarily for procurement teams working in less resourced settings
Global priority research agenda for improving access to high-quality affordable assistive technology

4
Global Report on Assistive Technology, the WHO European Region assistive technology report (WHO, 2021) and the
European Disability Expertise (EDE) country reports on Disability Assessment

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Rapid Assistive Technology Assessment tool (rATA): A population-based survey tool to be used only
for rapid mapping of need, demand, supply, and user satisfaction with AT
UNICEF (2015) Assistive Technology for Children with Disabilities: Creating Opportunities for
Education, Inclusion and Participation
Global Alliance of Assistive Technology Organizations (GAATO) and the Report on AT Outcomes
and Impact – A Global Grand Challenge

European Level Initiatives

The European Accessibility Act is “a directive that aims to improve the functioning of the internal
market for accessible products and services, by removing barriers created by divergent rules in
Member States”
Association for the Advancement of Assistive Technology in Europe (AAATE) launched in 2019 the
Bologna Declaration on Unlocking Human Potential: A Call for Action to Improve Access to Quality
Assistive Technology for Realising Fundamental Human Rights and Achieving the Sustainable
Development Goals in a Fully Inclusive Manner: endorses AT as a matter of human rights and
identifies ten specific points as an agenda for action.

Additional Resources and Tips

Check out some videos of global and European initiatives for AT:
• Video 1: Improving access to AT: the 4 steps to service provision
• Video 2: WHO and UNICEF partner to bring quality AT
• Video 3: The Bologna Declaration
• Video 4: European Accessibility Act

Think – Reflect – Act

From Global and Regional to Local initiatives. What is the situation in your local context?

1. Make a list of main National initiatives in your country in relation to the promotion of AT.

• Which of these are related or informative for your work in education?

• Check your responses on ENTELIS self-assessment tool for schools in Section 1 which you
completed in collaboration with your school principal and colleagues.
• How can these policies/initiatives help your school for AT and digital inclusion based on your
ENTELIS self-evaluation exercise?
• What is missing from this initiative at national level that you would expect in order to further
increase your school’s capacity?

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Relevance to Helpful for your

Local Initiative Missing issues
education school setting

Make this a share document and collect information collaboratively!

2.2 Frameworks and Tools for AT Assessment in Education

Key point: Selection and provision of AT in education is a systematic process

requiring teamwork with the children/learners in the center.

There are several models to consider AT provision, selection and implementation. Assessing
learner’s needs and requirements in terms of AT is part of a broader AT service delivery system.
AT assessment models are adopted and adapted according to context, different professionals’
teams and different sectors. They are used in combination with a variety of assessment tools,
either suggested specifically by a model or are available through other mechanisms. The most
commonly used frameworks are illustrated in Boxes 4.1, 4.2, 4.3.

Box 4.1: HAAT Framework of AT Context:

 Physical, social, cultural and institutional
factors
Activity:
Context  Type of activity and personal meaning
ascribed to it
 Why and how it is performed
 Time and frequency
Human:
Activity Human  Physical, cognitive, sensory, attitudinal
characteristics
 Goals, abilities & preferences
Assistive  Technology experience
technology
Assistive Technology (AT):
 Human-Technology interaction
 Interface
 Processing
From Cook, Polgar, & Encarnaçao (2020)
 Activity outcome

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Box 4.2: Matching Person & Technology Environmental Factors

Framework  Availability & affordability of
products & professionals
 Opportunities & services
 Social & economic priorities,
Legislation & policies
 Attitudes and support from
family friends and others
Personal Factors
 Experiences
 Knowledge and information
 Expectations of benefit
 Personal Preferences &
Priorities
Making & Selection
 Assessment of functional needs
 Assessment of predisposition
Device Comparison & Trial
 Device ratings
Original from Institute for Matching Person & Technology (IMPT)  Desired device modifications
 Training needs/desires
The MPT process contains a series of instruments  Written plan
(self-report checklists about consumer predispositions Follow-Up
to and outcomes of technology use) which take into  Use
account  Realization of benefit
• the environments in which the person uses the  Enhanced performance of
technology, activities
• the individual’s characteristics and preferences, and  Enhanced participation
• the technology’s functions and features.  Subjective well-being

Box 4.3: SETT Framework Learner Attributes

 Physical, Learning, Cognitive
Student at a spectrum of abilities
 Language/Communication
Environment  Social/Emotional
 Experience
Environment
Tasks  Physical/Technical
 Personal
Tools  Conditions
Tools:
Source: Joy Zabala website  Devices
 Services
The Vision: Students with diverse abilities, needs,  Strategies
and experiences in various educational environments Tasks:
use a plethora of tools: 1) to accomplish tasks that  What the learner must do
lead to educational achievement and, 2) as a means  Individual goals
to demonstrate achievement  Involvement and participation

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Even though, all frameworks presented in Boxes 4.1, 4.2 and 4.3 have been tested and used
with reliability and trust for many years in different systems, in this Guide emphasis is placed on
the SETT framework. The SETT framework originating from the field of education, is considered
closer to the requirements of examining AT in educational settings, and it is also considered
pertinent with regards to teachers’ understanding of the process.

SETT is a four-element model intended to promote collaborative decision-making in all phases

of AT service design and delivery from consideration through implementation and evaluation of
effectiveness. During the process of assessment of learner’s needs, especially in relation to
functionality and interaction with technology SETT is also compatible with other Frameworks
(e.g., HAAT and MPT) in the sense of examining particular aspects of the use of AT, and this is
one of the reasons multi-professional and inter-disciplinary collaboration is vital. Teachers have an
essential role (Figure 5) in this collaboration. The SETT framework aims to help teams involving
teachers to choose and plan for AT, examining each of the four elements through the following
strategies:

Figure 5: Why is SETT and AT assessment relevant for the teacher

Collect information Teacher’s role

Tools: AT and relevant
pl
Student: specifically related to of n an
ev , a
approaches to
the student r ce tio alu pp participate in
u a at ly,
so orm e
f
in
Tasks happening in all
Environment: related to anything school
and or anyone around the student
collaborate

co-decide

in places where technology is

expected to be used Environments in order
to include all
Tasks: about what actually
happens in the environments Students

Try and select

Tools: what needs to be included when

developing a system of AT support for
the student, to do these tasks in those
environments

Follow-up & re-evaluate

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Read – Search – Consult

What are the available tools for guidance in the process of collecting information, considering,
trying and selecting AT?

The SETT framework holds a set of tools namely the SETT Scaffolds. These aim to facilitate:

• Consideration of AT Needs: A tool to help teachers and teams to observe each area of the
student development and activity, consider functioning for areas of concern in all environments
and summarise possible AT and services with an initial plan including responsible parties and
timeframe.

• Collection of Data: A tool to help teams collaboratively collect and analyses information for the
Student, the Environment and the Tasks from a Variety of Sources

• Selection of AT Tools: A tool to help teams to develop descriptors and specifications in order
to identify possible AT tools, prioritize them based on the data collected and identify service
required for effective use and persons involved.

• Development of an Implementation and Evaluation Plan: A tool to help teams to plan for
action, activities, strategies, additional accommodations, evaluation elements, links with
students learning programme and curricula for the implementation of AT.

You can have a look at other useful resources and readings on SETT on the Joy Zabala website.

The WATI (Wisconsin Assistive Technology Initiative Development Team) has also developed
a set of tools and scales to guide teams focusing on AT for students though the process
of identifying needs and barriers, defining objectives, selecting tools and planning for
implementation. The WATI resources are in line with the SETT framework and integrate SETT
scaffolds in a comprehensive WATI Guide to AT assessment.

• WATI Publications include all tools and forms for each area of assessment, forms for
decision making and selection of AT and tools for planning and implementation. Forms
are explained in detail in separate chapters per are and step of the process. However, as
each country holds different systems for the provision of AT, the use of any tool should be
contextualised taking into account: educational authorities (e.g. centralized, local, school
based), assessment teams (e.g. national centres, school based teams, professionals
involved), family/student rights and involvement (e.g. some countries’ policies allow less
family involvement in decision making, families rights to appeal decisions), educational
systems and curricula (e.g. sub-tools of frameworks maybe or not be relevant to particular
curricula and education system highlights)

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Develop ideas

Case 2: Meet Greg (to be continued)

Greg was born with cerebral palsy. He enrolled the public kindergarten school of his
neighborhood and at the age of 7 years he went to primary school, attending a special unit. A
special unit is a small classroom in the premises of mainstream school, with a small number (no
more than 6) of children with disabilities of different ages. Children attend their unit curriculum
and are integrated a few ours in the day in the mainstream classrooms. Greg was moving
around using a manual assistant-controlled wheelchair.

Being enthusiastic about school and learning Greg preferred to be included in the mainstream
classroom most of the school day. He was keen to participate in all activities and to
communicate with classmates and teachers. He had no verbal communication, which teacher
and school team considered a big challenge. The educational system had no AT services, and
teachers were not aware about AT and alternative ways for communication. Family linked to
external professionals and started preparing some communication cards, but school still found
that a challenge.

At the age of 12 he was referred by the school for assessment in order to ‘be provided with
computer solutions that could possibly help his communication and learning’. By then, the
educational authorities initiated an unofficial process for ‘specialised technology equipment’ for
children with disabilities (see Case 1).

In the following a summary of how the SETT Framework was implemented is presented:

The process:

Collection of Information - Data:

existing disability and education reports, interviews with Greg,
family and professionals working with him at the time

Assessment: in two phases in various settings

Approaches: SETT, with HAAT elements for control
interface interaction, & WATI tools

The team - people involved:

Greg, mother, educators, speech and language
therapist, physiotherapist, AT specialist

Decision Making - Tools and Services:

Phase 1: Initial AT suggestions – Follow-up leading to
Phase 2: AT Suggestions and continuous support

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

The data: Student – Environment – Tasks (Phase 1)

Areas of Consideration

Areas of Consideration

Mobility & Assistant controlled manual wheelchair

Physical Moving around with equipment
Severe difficulty in controlling any movement
Technology - Access/Selection: existing laptop computer with no
alternative access. Ability to follow visual and auditory scanning for using
a switch.

Vision & No challenges

Hearing

Learning & Literacy: visual recognition of limited words

Cognition Pictures and Symbols: Excellent understanding
Comprehension: Excellent response, ability to select
Memory: Excellent skills

Communication: No verbal communication

Eye movement and head movement for YES/NO

Services & Resources: Limited and specific budget, use existing technology
limitations: Revisiting trials: No video permitted by the authorities
Language: Limited options for alternative communication systems in
national language

To be continued in Section 2.3

The decision: Tools (Phase 1)

AT to support communication and learning based on data:
• Switch accessible software (Clicker5) and single access switch
• To be installed on existing Laptop computer (resources limitations)
Implementation Plan:
• Learner training for switch use
• Teachers’, assistant’s and family training
• Definition of individual sessions and classroom integration plan

Additional Resources and Tips

• There are some basic issues for AT Assessment that apply regardless model and approach.
Annex 1 presents a short guide to the assessment process. You may not be the main person/
provider/service conducting that assessment, but you are definitely part of it! It’s good to
know!

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Coming together is a beginning.

Keeping together is progress.
Working together is success.
Henry Ford

• Teamwork in the AT process is essential. Anyone working with the student can be and should
be part of the AT team:
- Student is not only in the center of the process but also a collaborator! Family too.
- AT specialists and service providers may coordinate
the process
- Teachers are data and information providers, involved in the decision making and of course
in the implementation and follow-up.
- Other professionals such as speech and language therapists, occupational therapists,
social workers, psychologists, physiotherapists, etc.
- The team may also need to include and consult with Experienced Users of AT, Disability
Representative Organisations, Funders, Manufacturers and Designers
• AT decisions for implementation include more issues and details with regards to
accommodations, adaptations and set-ups. Revisit decisions after reading more in Section 2.3.
and designing learning with AT in Section 3.

2.3. AT for access, communication and learning in education

Key point: There are abundant resources and products for AT in education which
need to be carefully examined and aligned to learners’ requirements, expectations
and aspirations, as well as the learning environment and delivery modes.

AT products and resources are often grouped in various ways and criteria. These maybe by type
of disability and impairment (e.g., physical and sensory disabilities, learning disabilities), or by type
of activity (e.g., for writing, for communication, for reading, for mobility), or by type of technology
(e.g. low-tech, mid-tech, high-tech) or even the perspective under which it is implemented (e.g.
according to Abbot’s (2007) taxonomy to train, to support learning, to enable learning). In this
section the focus is on technologies for supporting inclusive education in terms of participation
and interaction for learning. Without disregarding the importance mobility and rehabilitation for
inclusive education, relevant technologies are not included here. However, it is highlighted that
assistive technologies for functional empowerment and assistive technologies for learning are
interdependent. Not being able to physically access the school premises or the digital learning
environment, is a primary factor of education exclusion. Thus, though mobility technologies are
not discussed in this Guide, low tech and digital technologies for physical access and control
interfaces are listed as examples, together with software and applications for participation in the
learning process.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Before presenting some examples of Assistive Technologies, is useful to remember definitions and
terminology and clarify that in this guide:

No-tech: do not entail any specific Low-tech: simple and often low-cost
equipment but it includes adaptations, equipment that does may have partially
procedures and services for changing mechanical aspect but don’t require a
existing conditions and environment (e.g., power source (e.g., communication books,
coloured paper, pencil grip, extra time, magnifying glasses, symbol charts, etc).
tasks lists, or an interpreter)

Mid-tech: are more complicated High-tech: often computer based and

mechanical devices, with not sophisticated digital equipment, more complex that may
electronic component and may require need extensive training to be used (e.g.,
power source (e.g., battery operated eye-gaze control interfaces, tablets-based
communication devices, simple alternative communication devices, CCTVs, etc)
mice and keyboards, talking calculators)

In the following boxes examples of AT that can be used in education are provided. The examples
are of course not exhaustive and due to rapid technological advances, they may change and
updated often. In additions, together with examples some issues of considerations are provided
when setting up and using this technology in the classroom. Students may need some adaptations
and modifications on the spot when starting using a device. Teachers need to be prepared for
addressing some basic issues and be aware of how and where to seek support to do so. Some
things that may seem a detail in technology configuration can be very important in relation to
accessibility and using the full potential that AT may offer.

Assistive Technologies for physical access to learning and technology

Box 5. Access & Control Interface

Keyboards and mice are the most common devices for interacting with computer technology and
other devices. For many students with physical, sensory and cognitive disabilities, or students
facing fine motor and coordination challenges, or younger students standard mice (pointing devices)
can pose challenges. Thus, there are a number of alternative options for controlling and computer
or tablet device which offer different possibilities to diverse learners. For the use of the different
alternative input devices there are also some basic issues for consideration.
5.1. Alternative pointing devices Some issues for consideration
Pointing devices are more or less mouse  means of device activation (body part),
functioning-like devices. They may be operated by  pointer size,
different parts of the body and require individual  pointer/movement speed,
modifications. Some examples are trackballs and  selection type (e.g., dwell or click),
joysticks, as well as more high-tech devices such  selection speed
as head control, mouth mouse, eye-tracking and  griping and additional adaptations,
touchscreens (sometimes adapted with stylus).  sensitivity of touch and movement,
Mouse simulation technology is also an example,  range of movement,
where functions of a mouse are simulated  visual-motor coordination.
through a software, controlled by other means
such as keystrokes
Examples and tools:
• UNICEF Accessible Digital Learning Portal: Low-cost hardware for access

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

5.2. Switches Some issues for consideration

Switches allow students to control their devices  amount of force required to operate/
with less complex movements. They are not adjusted if possible
pointing devices, as they do not directly control  activation method – body pard: a switch
the movement of a mouse pointer. Rather to be can be operated by almost any body part
used they often require indirect access through that is able to produce consistent and
a scanning software/application. Switches come voluntary movement
in a variety of shapes and sizes depending on the  use of one or more switches
action used to activate them. Some examples  scanning configurations: type (visual/
are sip-puff switches, press/push switches, pull auditory) and speed of scanning, colour
and string switches, blinking or squeezing. They and appearance, single or group scanning,
can also be from different material, e.g., soft, auto or controlled scanning
waterproof, membrane, depending on activation  size and surface
method.  adaptations with visual cues
Examples and tools:
• Video: NHS Bristol - Switch Scanning
5.3. Alternative Keyboards Some issues for consideration
Keyboards may vary in sizes, numbers of  size and order of keys
keys, overlay appearance and flexibility. Some  letters/symbols on the keys,
examples include larger-key and high contrast  use of one or two hands, or other
keyboards, early learning visualized keyboards, activation mean
braille and concept/programmable keyboards. In  need of enhancement (e.g. stylus),
addition, on-screen (virtual keyboards) are also a  repeat rate and accidental strokes,
type of alternative options, which are operated by  removable, changing or programmable
devices described in boxes 5.1 and 5.2. overlays
 use of keyguards
 colour-coding of keys
Examples and tools:
• UNICEF Accessible Digital Learning Portal: Low-cost hardware for access
5.4. Other input technologies Some issues for consideration
Other access and control interface technologies  language availability may be an issue
include speech recognition, or even more  training of student and software
advanced technologies such as brain control  be in a quiet place
interfaces. Speech recognition, is known as  use a microphone where possible
speech to text and is becoming an integrated  enter main body of text, and then use
accessibility feature in mainstream technologies other options for editing
as well (e.g. Dictate in MS Office applications)  provide instructions and strategies (e.g.
for brainstorming, drafting)
Examples and tools:
• Dictate in Microsoft office with speech recognition: Microsoft Dictate
• Voice commands on PC (Speech) or mobile devices (e.g, Voice Access)
• Speech recognition in Google Docs (speech to text)
• Search Google by voice: Google Assistant

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

5.5. Technology output Some issues for consideration

Access to technology and information is also  language maybe an issue in the use of
related to the output of students’ interaction text readers as well as communication
with technology. This often entails accessibility devices
of mainstream technology as well as AT that  some accessibility adaptations can
provides alternative means of output. Such be found as embedded features in
technologies include readers (text-to-speech and mainstream technology
browsing readers), magnification and content  more specific and customized options are
enlargement, colour contrast adjustments, available by AT products
tactile output, symbolization and visualization.  braille displays need braille knowledge
More on accessibility in Box 8 and Section 3.  symbols and visualisations can be generic
These technologies can either be specifically or supported by specific symbol sets. If so
developed assistive technologies or embedded need to be aware of the symbols students
accessibility in mainstream technology. However, are familiar with
there is always the need to check if embedded  type of magnification and enlargement
accessibility meets the student’s needs, and how (e.g. in line, in window, portable device,
other individual AT is compatible with that. digital and hard copy materials)
 compatibility and interoperability of
individual AT and mainstream technology
accessibility features
Examples and tools:
• Windows accessibility: Narrator, magnifier and more
• Non-visual access to computer: e.g. NVDA
• Accessible digital publications: Daisy Consortium

Develop ideas

Case 2 (continued): Remember Greg?

In Phase 1 of his assessment Greg was provided the following AT. Decision took into
consideration all data collected, including funding and resources limitations.

Switch accessible software to be installed on

existing Laptop computer (Clicker5)

Issues for consideration based on the HAAT

framework:

Control interface: Big Red Switch (wireless

adaptor)
Access method: Visual and auditory scanning
Selection set: pictures (illustrations)
Output: Recorded voice (no synthesized voice
in national language at the time)
Mounting: Desk mount for switch & Cover
laptop-rest

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Questions to help implementation:

• Who needs to be involved and trained?
• What aspects need to targeted in training?
• How will the system be set up in order to support both communication and learning?
• Content: Symbols, words, sounds and voice
• Access: Scanning options?

Initial Implementation Plan

Objective Decisions/Training Persons involved

Use of single word for Switch training: Choose Student
communication software Classroom teacher
Special education teacher
Two-word sentences Other objectives for literacy Student
(+adding up) development Classroom teacher
Special education teacher
Content development in cells Grid size: up to 4X5 Assistive technology
1. Illustrations + sentences Number of initial pages: 5 specialist
2. Illustration + words Scanning: Visual scanning Student
3. Visual recognition of (border – enlarge), timings take Classroom teacher
words into account difficulty in release Special education teacher
Output: images, text and Speech output: recordings Whose voice?
voice
More concerns raised… to be continued

Case 3: Chrysie
Chrysie is a primary education student. Her visual limitations prevent her from using a standard
computer display. The school and family have consulted an AT service provider/team to help
Chrysie find a way to use the computer. One of the issues that needs to be address is that
she must use different computers during the day as she attends the mainstream classroom
where there is a single computer for the class, but she is also supported individually by a special
education teacher. The school has a computer lab that is also used in some for some of the
courses during the week. In the afternoon she attends additional activities for learning a second
language, and she also needs to use the computer to study at home. The service provider
would like the opinion of the teacher in order to identify the best possible solutions for Chrysie.
Your opinion matters! Chrysie needs to have continuity through her learning experience and you
as a teacher and the school team need to be able to support her at all phases. What challenges
need to be met? What approach would the team recommend? Personal laptop with personal
AT? Use embedded accessibility of available computes/devices? How would the success of any
approach be measured?

Questions to help consideration

• How often is Chrysie changing computers/devices?
• Is the school/classroom material available in digital format?
• Is a larger screen necessary? What percentage of magnification is needed?
• What other vision related adaptations are necessary?
• Is text to speech needed? If yes will it be used in classroom? What other adaptations are
necessary (e.g. use of headset)

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Assistive Technologies for communication in learning and education

Box 6. Communication

Communication is not only about talking. Communication is a multimodal system, in which

people exchange messages of a variety of content and with a variety of means. Communication
can be verbal with the use of oral expression and words, and non-verbal with the use of
gestures, bodies or other means. The concept of communication in the digital era becomes even
broader, where communication happens in social media, teleconference, messaging and more.
A number of students may face challenges in verbal communication linked to barriers such
as motor, sensory, cognitive, behavioral, social or social. The set of techniques, strategies
and technologies that facilitate communication is known as Augmentative and Alternative
Communication (AAC). It offers alternative ways when there is no or limited verbal
communication and/or augments/increases and support communication possibilities.​The goal
is to expand the person’s communication skills​through all available modes and channels.​These
techniques and strategies maybe aided, i.e., employ the use of some kind of equipment and
means, or unaided, i.e. do not use any additional means, and they often include gestures, facial
expressions, sign language. Literature also refers to other categorisations and taxonomies of
AAC.

6.1. Sign-Language Some issues for consideration

Sign language is often defined as a  standardized national/local sign language
manual communication where visual  interpreters
modality through structured gestures  use of SL video materials
is used to convey a meaning instead  receptive and expressive SL skills
of spoken words. It is not universal,  lipreading and position of teacher in the
and many countries have their own classroom.
sign language. Even countries with  it is commonly used by students who have a
same standard language and different hearing loss,
dialects have different sign languages.  it is also adopted to support communication for
In terms of technology current research other students that do not use spoken language
is developing sign language recognition  are software solutions available?
and interpretation Artificial Intelligence  for students using hearing aids close
systems, which are not yet widely used collaboration with audiology and hearing
and are not available for many. Not all professionals is needed
students with hearing loss use sign  adaptations for noise elimination
language. Other types of technologies
for hearing include hearing aids and
cochlear implants.
Examples and tools:
• UNICEF ESARO guidance on Sign Language (for Eastern and Southern Africa) but some tips
maybe useful for all countries
• See examples of Sign Language Story telling in ASL

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6.2. Low-tech and medium tech AAC Some issues for consideration
A number of strategies have been  back up for high-tech
developed for AAC low-tech means.  a structured AAC approach may be implemented
These include both the strategies and or may not, as long as the basis of AAC are
the tools, such as the PECS. Other low- followed
tech means follow general principles  student’s preference on visuals: illustrations,
of AAC development, and they include symbols, realistic pictures
communication books, communication  levels and number of messages
passports and frames. Mid-tech AAC  recorded voice output: choose voice wisely with
is often battery/power operated and the student
includes communication switches and  organization of tables/overlays
devices with options of recording voice  portability
Examples and tools:
• Support and ideas from PrAACtical AAC
• ISAAC: International Society of Augmentative and Alternative Communication
6.3. Hi-tech AAC Some issues for consideration
Digital technology provides the  student’s preference on visuals: illustrations,
opportunity for more complex and symbols, realistic pictures
dynamic AAC devices and software.  organization of interface/overlays
They are composed by a device, often  student’s preference on text: letters, phrases,
portable, and a software for building words, prediction
the AAC system. They provide the  input: examination of control devices
option of limitless content, the use of  output: visual and synthesized voice
a synthesized voice and flexibility for  portability and battery duration
easier changes and adaptations.  outdoors use issues: humidity, light
Examples and tools:
• Support and ideas from PrAACtical AAC
• ISAAC: International Society of Augmentative and Alternative Communication
• Video: What is AAC: Alternative and Augmentative Communication
• Try some apps: CBoard, Symbotalkapp
6.4. Remote communication Some issues for consideration
Teaching and interacting with  recording of video conferencing, check tool
students remotely entail another provider for guidelines
mode of communication. To make  live captioning: automatic or manual
teleconferencing and messaging  accessibility of the communication platform used
communication effective for all students  sign language interpretation
accessibility accommodations need to  share content in advance
be considered. These include video,  individual support through chat or parallel channel
audio, captioning, private and public of communication
text/chat. Messaging apps such  safety and security in using chat and messages
as Whatsapp and Viber, as well as
Messenger can also be used. Students
can choose to hear or read a message,
send a voice, a video or a text message
or use other accessibility features such
as voice recognition and enlargements.
Examples and tools:
• UNICEF Accessible Digital Learning Portal: Teacher’s guide: How to make remote learning
accessible
• Zoom Accessibility.
• Teams accessibility can be found at Microsoft support
• Google Meets accessibility

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Check this out - Brainstorm – Develop ideas

Case 2 (continued): The story of Greg – the next Phase

During the initial implementation and follow-up, a number of issues where identified, especially
with Greg moving in secondary education. Transition procedures were a challenge. On-going
observation of the teachers and the team results showed:

Achievements Considerations
• Increased word recognition • Switch use: slow and frustrating
• Increased communication needs/wants • Illustrations: limited vocabulary
• Technology familiarization • Recordings: in-flexible and lack of
• Transfer in other settings independence
• Communication opportunities limited

Repeating the SETT framework approaches new data indicated (Phase 2)

Areas of Consideration
Mobility & Switch: not effective re: users’ pace for communication
Physical Access/Selection: Eye Gaze
Learning & Literacy: visual recognition of a number of words, development of some
Cognition phonological awareness
Symbolic understanding: Excellent
Comprehension: Excellent response, ability to select
Memory: Excellent
AT and Digital literacy: developing
Communication: Eye movement and head movement for YES/NO very accurate
Already creating short sentences with existing system
Services & Resources: Increased budget and trained staff in school
opportunities: Language: Advancements in AAC technologies in national context

The decision: Tools (Phase 2)

Assistive technology to support communication and learning based on data:
• Eye-gaze AAC device
• Voice output with local language synthesized voice
Implementation Plan:
• Facilitate transition: knowledge building in the new setting, new support team,
different procedures from primary to lower secondary and then higher secondary
education
• Learner training for eye-gaze (new technology)
• Teachers’, assistant’s and family training built on previous experience (new teachers
and school staff)
• Definition of individual sessions and classroom integration plan
• Digital Literacy developing together with reading and writing competences

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Issues for consideration based on the HAAT

framework:

Control interface: Eye-gaze

Selection set: symbols and on-screen keyboard with
prediction
Output: Male synthesized voice
Mounting: Wheelchair mounting

Eye-gaze AAC device and software

Assistive Technologies for Processing Learning

Box 7. Learning and Cognition

There are a number of assistive technologies as well as accessibility accommodations that
can support students in the learning process, throughout the various aspects of the curriculum
and competences. If and when needed these technologies can be used in addition to access,
control and communication technologies described in Boxes 5 and 6. Often categorizing
technologies for learning, in addition to the above, includes identification of devices and
applications for reading, writing, mathematics and STEM, memory and organization, and study
skills. These are also relevant for face-to-face learning environments as well as digital, blended or
online learning.
7.1. Assistive technology for Reading Some issues for consideration
Assistive and mainstream technology to  no-tech and low-tech solutions can easily be
support reading may include support for implemented and adapted
decoding and reading comprehension.  mid-tech and high-tech solutions provide
Such examples are the use of word flexibility
processors for simplifying, highlighting,  recordings are good for students to also rehearse
formatting texts; text recordings, text reading
readers, optical characters reading,  use of headsets for individual students
and audio books. Also symbols and  symbols and pictures can support the whole text
image supported texts, including or only difficult words
easy-reading adaptations, and other  check education authorities for availability of
visualisations, and multimedia and textbooks in digital/editable format
video books, facilitate the multiple way  in case of VR check equipment and platforms
of representation and adaptability of available in your context
reading tasks. Virtual and Augmented  in case of AR check for AR books available in your
Reality technologies are also gaining language
ground for promoting reading and
literacy for diverse learners.
Examples and tools:
• UNICEF Accessible Digital Learning Portal: Accessible digital textbooks initiative
• DAISY readers / DAISY books: Digital Accessible Information SYstem
• Check out libraries in your area for digital and audio books relevant to curriculum, see for
example Bookshare
• Check also LivingBook Project and ReadTwinning for good practices in promoting love for
reading for diverse students
• Easy reading: Easy reading project, Inclusion Europe Easy-to-Read guidelines

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7.2. Assistive technology for Writing Some issues for consideration

Support writing with AT takes into  adapt position and writing space vocabulary and
account both writing motor skills and thesaurus tools as part of proofreading can be
the cognitive aspect. For the motor very useful
aspect of writing access technology  symbols can be used for writing not only for
(Box 5) such as keyboards and other reading
input devices can be considered. Low-  use of templates can facilitate organization of
tech writing aids also include grips, writing
bookstands, stencils, writing cards,  provide motivation though alternative writing (e.g.
etc. For the cognitive aspect of writing email)
spell checkers, text prediction, and  collaborative writing with online documents,
proofreading are the most common wikis and blogs
tools. Other tools include speech  use of headsets for individual students including
recognition (dictation) and speech microphone
synthesizers and symbols word
processors.

Examples and tools:

• UNICEF Accessible Digital Learning Portal: Assistive technology guide: Low cost software
for learning
• Dictate in Microsoft office with speech recognition: Microsoft Dictate
7.3. Assistive technology Maths and
Some issues for consideration
STEM5
AT and accessibility for mathematics  check accessibility of apps
and STEM education in general. All  use apps and tools collaboratively between
accessibility adaptations mentioned students
in other sections are relevant here as  think of possibilities of mainstream technologies
well. In addition, tools may include (e.g. spreadsheets) that can be used to support
digital mathematical, data recording the learning process
and analysis worksheets that help  use tools to remove barriers and help children
student organize and process focus on the essential learning objective (e.g
mathematical expressions, descriptions calculator for calculations if focus on logical
of STEM content, tactile and visual thinking)
representations, digital representations,  use visual or auditory or alternative cues
modeling software and simulations. to facilitate systematic work (e.g. steps of
Tables and differentiation strategies experiments in science education)
can also be AT. In addition, hardware
may include calculators with larger
and simpler interfaces and talking
calculators.
Examples and tools:
• UNICEF Accessible Digital Learning Portal: Assistive technology guide: Low cost software
for learning
• Effective Practices for Description of Science Content within Digital Talking Books
• Math Learning Apps

5
STEM: Science, Technology, Education and Mathematics

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7.4. Assistive technology for

organization, memory and study Some issues for consideration
skills
AT applications and software can  take digital competences of students into
be used for supporting students account
organizational and study skills, as well  use students own devices if available
as memory. Some examples of such  design/choose visuals together with students
applications include reminders, that can  align with student’s routine
be visual charts as well as alarms on  organisation and memory tools can be very
digital calendars. Additional tools are useful for self-care and self-regulation tasks
prompt applications and note taking  organization and memory tools may offer safety
tools and strategies (including audio feelings to students with anxieties
notes and recordings). Other tools  keep it simple and straight forward
include mind-mapping applications for
organizing concepts and ideas. Some
of them also allow multimedia and
include accessibility features. Visual
schedules and planners are also tools
for organizing tasks, time and study
processes.
Examples and tools:
• UNICEF Accessible Digital Learning Portal: Assistive technology guide: Low cost software
for learning
• Check Google Keep for notes and tasks lists

Develop ideas

Case 5.1. Keeping focus and pace in

reading
Eve is attending the third grade of
primary school. She has developed
reading skills to an extent decoding
with some difficulties in keeping
the line as well as focusing on more
complex words. Teacher has initially
used highlighters for colour-coding
printed text which worked for Eve!
Moving further into the school
year Eve got her personal laptop
in classroom with text-to-speech
software. Highlighting spoken text
continued to be very useful.
Additional issue for consideration:
• Colour-coding of lines are still
important

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Case 5.2. Mapping science

experiments
For Leroy courses with processes
and lots of things to remember are
really challenging. He is very stressed
when it comes to Sciences course
of the 6th Grade where they do a lot
of experiments in the Lab. He can
never be a team leader as he every-
time feels that he fails to follow the
steps and lead the procedure! The
mind-mapping software the used
for analysing concepts in language
courses proved very useful for Leroy
and the rest of the class!
Additional issues for consideration:
• Multimedia representations can be
of added value
• Make map more interactive to
provide options for action to Leroy
and his classmates
Case 5.3. Collaborative writing
Mary attends the fourth grade of
primary school. They gradually started
working on short collaborative writing
projects. Due to cerebral palsy Mary
uses a personal computer with
keyboard for writing. Collaborative
tasks are a challenge! Using the same
or different computers the teacher
provided the opportunity to Mary to
work with peers on shared documents
in which they can all contribute
synchronously and asynchronously.
Additional issues for consideration:
• Students’ digital competences
• Check accessibility of online
documents

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Becoming more specific to digital learning environments

Box 8. Other technologies for digital learning environments

Digital learning environment need to be inclusive and accessible to ensure inclusive digital
education. AT tools mentioned in boxes 5, 6 and 7 can be useful and essential for access,
communication and learning in any modality of technology enhanced learning experiences. In
addition, it is highlighted that even when AT is available if learning environments are not inclusive
and accessible the use of AT is not effective. For example, if a child has it’s individual screen
reader, if websites and digital content is not properly designed and does not allow the use of a
screen reader, the AT won’t work as expected. Thus, in addition to the technologies mentioned
in previous boxes, some other applications and technology elements are presented here.
8.1. Learning content management Some issues for consideration
platforms (LMS)
Digital and online learning is often supported  accessibility of the LMS – check particular
by the use of a content management platform
system. This is a platform that enables  have a map/organizer (see mapping software
the organization of the learning content in box 7.4) to help students find their way
(e.g., a repository of learning material and around the LMS
readings), the interaction between learners  visualize the map is possible
and the learning content (i.e., interactive  ensure content accessibility (e.g. documents,
online activities) and the interaction and videos, presentations and other content and
communication between learners, and material uploaded on the LMS (see 8.4)
instructor with learners. The most popular  make sure students familiarize and develop
platforms used in children’s education are the competences prior to the use of the tools
Moodle, Teams and Google Classroom. Of  ensure access to individual AT or embedded
course, educational institutions may choose accessibility requirements and interoperability
(or even build) other platforms with the LMS.
Examples and tools:
• Accessibility of various LMS: Moodle, Teams, Google Suite, Blackboard Learn
• UNICEF Accessible Digital Learning Portal: Ecosystem of accessible digital content and tools
• UNICEF Accessible Digital Learning Portal: Types of accessible digital learning solutions
8.2. Teleconferencing tools Some issues for consideration
Remote communication during education (Additional to Box 6.4)
and learning involves a variety of tools. In  sound: eliminate environmental noise and
addition to points in Box 6.4 some more use headset if possible
issues to consider during remote and  mute students unless they want to speak
online synchronous learning refer to time  share screen and describe everything on
management, sound, sharing screen, chat display
options. In addition, symbols and prompts  provide material in advance to provide
for students using AAC, students with opportunities to student seek further
cognitive disabilities, students from diverse accessibility as well as get prepared (see
language and culture backgrounds, students accessibility 8.4)
that are more visual can be very effective  use chat often for main points and
during teleconferencing. Some of these reminders
are especially important in hybrid formats  provide content through other channels too
where some students are present and some (e.g., links to videos through email and LMS)
online. Multiple channels for providing the  record meeting (if allowed/consent.
information and clear processes are essential

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Examples and tools:

• UNICEF Accessible Digital Learning Portal: Teacher’s guide: How to make remote learning
accessible
• UNICEF Accessible Digital Learning Portal: Types of accessible digital learning solutions
• Zoom Accessibility.
• Teams accessibility can be found at Microsoft support
• Google Meets accessibility
8.3. Collaboration, interaction and use of
Some issues for consideration
assistive technology
One of the main essential elements of digital  cloud technologies and documents (e.g.
learning in any modality is interaction and Google Drive) are easy to use as collaborative
interactivity. Students should be able to be documents
engaged in activities and interact with the  check accessibility of shared documents
content, while they will also need to have the  ensure access to individual AT and
opportunity to interact between them and embedded accessibility – contact community
collaborate. There are a number of tools that  provide tutorials and guidelines if students
can facilitate this such as, digital interactive are not fully familiar
material (e.g., flashcards, hyperlinks,  provide extra exercises for familiarization and
interactive videos, simulations etc). In practice with tools
addition, collaborative documents, blogs and  assign/co-decide roles for remote
wikis are also tools that promote remote and collaborative activities
online collaboration and opportunities for  align tasks and roles with accessibility,
participation. access requirements and experiences of
Collaboration also entails collaboration with individual students
the community, families and continuity in  create a parents blog / communication
children’s environment outside classroom. channel
Examples and tools:
• Ideas of collaborative activities and use of AT in remote interaction: AT&ME
• UNICEF Practical Guide to blended/remote learning and children with disabilities
8.4. Digital learning content and materials Some issues for consideration
Inclusive digital education also requires principles and guidelines of UDL (more in
accessible learning content and materials. Section 3)
These should be used together with assistive mind accessibility at all levels: access, content
technologies and accessible learning and comprehension, action,
platforms. Accessibility of learning content multimedia and multimodality are not always
and material involves accessible documents accessible
(e.g. docs, pdfs, presentations, videos), templates sometimes help
accessible content (i.e. easy to read, simple, list tasks and points
well organized), universally designed learning backup in printed/hard copies
material (i.e. multiple options of representation, visualize – use symbols
multiple options for action and expression and simplify guidelines and dense text
multiple options for engagement). use accessibility checkers
Examples and tools:
• UNICEF Accessible Digital Learning Portal: Accessibility toolkit for digital learning materials
• UNICEF Accessible Digital Learning Portal: Teacher’s guide: How to make learning materials
accessible
• Accessibility Cheat sheets from the National Center on Disability and Access to Education
(US)

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Develop ideas

Case 6: Visual cues during teleconferencing

During the lockdowns of the COVID-19 pandemic period Ms Kate’s primary school transferred
online. Children met on Teams with their teacher every day for 80 minutes, with a short
break in between. It was really a challenge to keep the attention of everyone! The classroom
was diverse in terms of learning profiles, digital competences, cultural background.
Two of the students were also identified as students with disabilities. Mike, a child with
intellectual disability preferred symbols and pictures in reading and Elen was using a low-tech
communication device with symbols. For Ms Kate using visual and conceptual supports during
meetings was important to keep students’ attention and interest and increase understanding
and engagement. She tried to align relevant techniques with the individual assistive
technologies used by Mike and Elen. For example, she familiarized all students with the symbol
set used by Mike and Elen and she integrated them in her general teaching strategies, i.e.
when discussing weather forecast vocabulary during her online class.

Additional issues for consideration

• competences of all students in symbol reading and use
• consistency in the use of symbols as visual cues for all learners in other activities and
material
• use similar strategies albeit learning and teaching modality

Read – Search – Consult

Catalogues and Databases with AT Resources

The UNICEF Accessible Digital Learning Portal, is also used in the examples and tools outlined
above. Isa hub for technology focused information, content, tools, products and resources that
support disability-inclusive education in remote and classroom settings. It provides resources for the
production, distribution and implementation of accessible digital content and tools in high and low-
resource environments and refers to all stakeholders including educators, learners, parents, policy
makers and producers/publishers of educational content.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

The Global Assistive Technology Information Network (EASTIN) is a global network initially started as
an EU funded project, hosts an easy-to-use tool that opens the door to several national databases
at the same time, so you can look up the information you require and have it immediately translated
into your own language, where necessary. AT products are organized under various categories,
searchable with a number of keywords/criteria, one of which is the ISO standards for AT, through the
EASTIN search engine. Watch here an introductory video to EASTIN Video 5: EASTIN: The Global
Assistive Technology Information Network

Software and applications catalogues are also available through various initiatives. Some can be
found at:
• UNICEF Catalog of Accessible Content, Platforms & Tools
• AAATE Blog contributions and resources: Accessible and assistive technology resources and
supports for Ukraine and for Ukrainian refugees (by Siobhán Long), COVID-19 and education:
Use technology for a more inclusive approach (by Katerina Mavrou)

Additional Resources and Tips

In principle, once inclusive in physical educational spaces you can also be inclusive in digital
learning environments. Inclusive education is not only a set of pedagogies and approaches, is a
state of mind, is a matter of attitude! And this is not different for any learning delivery modes,
and for any different modalities of learning experiences. AT has an added value for education,
and this is what needs to be highlighted when designing, developing and implementing learning
experiences for all learners.

Think – Reflect – Act

1. Definition, provision, support and use of AT in education is heavily influenced by the

pedagogical, policy, social, institutional context. Go back to activity on national policies and
your school self-evaluation. Think of your own region, educational authorities, school,
classroom and reflect:

• Would the term educational technology or technology for education convince your policy
makers to fund a trackball for a child with cerebral palsy?
• In your context, can Educational Technology be AT and vice versa?
• Is high-tech considered more important than low-tech for the parents you are working with? Or
is high-tech considered not appropriate for children with severe intellectual disabilities?
• An AAC Device is a tool for communication.

2. There are abundant AT resources at a regional and international level, which bloomed especially
during the last decade. Sharing resources is essential. Make a list of national and regional
AT resources and tools and how they can be accessed. You may use the categorization of
the Boxes in this Section, or any other organization strategy seems useful for you. main
National initiatives in your country in relation to the promotion of AT.

Make this a share document and collect resources collaboratively!

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©UNICEF Ukraine/2023/Kaminska
 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Section 3: Learning Design,

Differentiation and UDL
Designing inclusive learning processes and activities
with the use of technology

Overview

This Section focuses on the design of learning processes and activities which are employing the
principles of inclusive pedagogies while taking into consideration AT. To be successful for inclusive
education, AT should be used in accessible learning environments and constitute an integral
part of the learning process. Thus, the two paradigms shifts are brought together, in an effort to
identify how AT is integrated in designing learning experiences and activities for all. Then ideas of
employing AT in the implementation of differentiation strategies are exploited, while the learning
situation follows the principles of UDL.

Can do: Competences relevant to this section

Main assumption: Teachers and school teams need to identify the added value of assistive
and accessible technology in removing barriers and increasing participation in education.

• To plan lessons and learning activities having all learners in mind.

• To design evaluation activities contributing to the achievements of all learners.
• To design learning activities that promote learners’ education, collaboration and participation.
• To consider principles of UDL in terms of engagement, representation and action & expression
in all aspects of the learning process.
• To transfer the AT relevant objectives of the learners’ individualized educational programs into
inclusive lesson planning.
• To apply basic accessibility solutions and AT in learning activities for learners with disabilities.
• To integrate ICT and AT, including personal AT of learners, as an integral and embedded part of
learning activities.
• To differentiate materials, learning objectives, teaching methodologies and assessment
approaches with the use of AT and accessibility requirements for each learner.
• To integrate alternative options for learning, language and communication, and physical access
and motor needs of all learners through AT.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

• To provide alternative methods of assessment of cognitive learning, language and

communication, motor and sensory learning, development and performance of all learners with
the use of AT.
• To encourage communication with various and alternative means amongst all learners.
• To provide opportunities of familiarizing with ICT and AT for all learners.
• To promote all learners’ interaction and collaboration through the use of AT.
• To organise the learning environment (activities, resources, opportunities for participation,
collaboration, etc.) to promote interaction and respect learners’ individual needs and
characteristics.
• To design curriculum and lessons that promote awareness and acceptance of AT and diversity
to all learners.

Know – Understand – Analyse

Key points to remember

• Technologies and assistive technologies are integrated in learning, in a way that they have an
added value for modifying and redefining educational tasks to promote interaction and maintain
participation and engagement of all learners.

• Developing a lesson plan for any mode and modality of learning to promote inclusive education
through the use of AT, entails the employment of UDL guidelines and its alignment with
appropriate methodologies and assistive technologies. Within this process the individual
educational planning for some learners is essential for the AT competence development and is
neither detached nor independent from the classroom program and curricula.

• Learning activities are inclusively interactive if facilitated by differentiation strategies where

technology is used as a tool for providing equal opportunities for participation and engagement.

3.1 Learning for all in the digital era with the integration of technology: Bringing together
models from digital enhanced learning and AT

Key point: Technologies and assistive technologies are integrated in learning, in a

way that they have an added value for modifying and redefining educational tasks
to promote interaction and maintain participation and engagement of all learners.

Educators and researchers have been continuously looking on the benefits of the use of
technology for learning progress and achievement. A number of frameworks have been developed
to represent as well as facilitate understanding of the ways technology impacts education and
learning. One of such frameworks is the SAMR model introduced by Puentedura (2010). This a
conceptual framework that can help educators to analyse the effectiveness of technology on
students’ learning through various categories/layers of how technology maybe integrated in and
changes various aspects of the learning process. Figure 6 presents the four layers of the SAMR
Model.

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Figure 6: The SAMR framework

TRANSFORMATION
REDEFINITION
Technology allows for the creation of
new tasks, previously inconceivable

M MODIFICATION
Technology allows for significant task redesign

A
AUGMENTATION

ENHANCEMENT
Technology acts as a direct substitute, with functional
improvement

S SUBSTITUTION
Technology acts as a direct substitute, with no functional change

Starting from the bottom, Substitution refers to the use of technology in education to direct
substitute traditional methods, with no further functional change. If we use the task of writing and
text processing, an example of this would be the use of a computer to type/insert text, instead
of writing in paper and pen. Augmentation is when technology is substituting the traditional
methods, but it does have an additional functionality. In this case a text editor such as Microsoft
Word, would additionally give the opportunity to format text. Thus, in these two levels, there is
some added value of technology for the enhancement of the learning process through tools that
are more contemporary and provide an improved (re)presentation of the information/text. Moving
to Modification, technology integration involves significant task redesign, in which technology
has an increased functional role in making learning and competences development in ways that
wouldn’t be possible through traditional methods. In the case of text editing, an online share
document can be used (e.g. Microsoft SharePoint or Google Docs), that would give the opportunity
to multiple students to collaborate and edit the same text synchronously or asynchronously, and
provide feedback and complimentary work to one another. In Redefinition, the learning process is
completely transformed with the use of technology. In this case there are opportunities to create
more tasks is ways that we wouldn’t imagine before. Text editing would become an audiobook, or
an interactive video combining text, image, sound, motion, options of interactivity and control of
the users and editors of the ‘text’.

The SAMR model is relevant to the use of AT in education, especially if we make the connections
to taxonomies of AT (see Section 2.3) and the principles of the UDL (Mavrou et al, 2019). One
AT that seems relevant is that introduced by Abbott (2007). When looking into the use of AT for
digital inclusion, three categories maybe identified. First, technology use to train or rehearse.
This is more the use of AT to train specific skills, through repetition and substitution of traditional
means. In the case of text editing, this would be the use of a keyboard by a student for whom
paper and pencil is a challenge, in order to get trained in typing. Second, technology use to assist
learning. In this case, the use of the keyboard goes beyond training for typing, to, for example,
compensating physical disability and having keyboards and word processing as the means to
access writing tasks in classroom, rather than for example an assistant taking notes. The third
category is the use of technology to enable learning. Here technology makes learning possible in
ways it wouldn’t be with the use of traditional means. Thus, AT becomes a tool for interaction and
participation for all learners. Dictate and speech to text software, or eye-gaze possibilities would
provide further freedom of control and opportunities for participation for a student with disabilities.

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In addition, audio books and interactive videos would possibly remove the barriers still remaining in
the previous two categories and give space for motivation and engagement in additional tasks.

Finally, moving into UDL and the implementation of its principles and guidelines, we can realise
that in order to achieve Redefinition and Enablement learning with the use of AT, all principles
should be implemented. If we implement solely the principle of Representation, we may
keep students to the level of Substitution and Augmentation, where we could focus on training
and technology assisted learning. Providing alternative options for Action and Expression,
focusing solely on access and accessibility, learning may again remain at a level of Augmentation
and minimum support. If further opportunities for participation are provided through different
motivations for Engagement, the learning process is enabled in ways that learning tasks and
Experiences are Modified and Redefined. Figure 7 presents a methodological framework
(Mavrou et al, 2019) that introduced for designing learning experiences, based on this relationship
between SAMR, UDL and Abbott’s (2007) taxonomy.

Figure 7: Methodological framework for designing learning by combining SAMR,

UDL & AT taxonomy
Assistive
UDL Technology to

R
TRANSFORMATION

REDEFINITION
Technology allows for the creation of
new tasks, previously inconceivable
ENGAGEMENT ENABLE LEARNING

M MODIFICATION
Technology allows for significant task redesign

A
AUGMENTATION REPRESENTATION ASSIST LEARNING
ENHANCEMENT

Technology acts as a direct substitute, with functional

improvement
ACTION & EXPRESSION

S SUBSTITUTION TRAIN & REHEARSE

Technology acts as a direct substitute, with no functional change

Read – Search – Consult

Wish to know more about the SAMR framework?

Check Ruben R. Puentedura’s Blog. Dr Ruben Puentedura has founded Hippasus, a consulting
firm in the United States, focusing on transformative applications of information technologies
to education. The introduction of the SAMR framework helps the design, development, and
integration of learning technology tools in support of student learning, in four levels that are easy
to understand and to connect to the added value of AT.

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Think – Reflect – Act

1. Has your school reflected on how you can improve the way technology is used for
teaching and learning?

Use the SELFIE Tool of the European Education Area to find out!

SELFIE is a free online reflection tool to support schools in using digital technologies for teaching
and learning. SELFIE collects — anonymously and on a voluntary basis — the views of students,
teachers and school leaders and summarizes the results in an interactive progress check,
which presents a picture of each school’s strengths and weaknesses. The SELFIE survey can be
conducted up to three times during an academic year to enable each school to track its progress
over time. SELFIE holds different questionnaires for school leaders, teachers and students. Each
school and group can choose the questions that are more relevant to your setting and context.

Some further reflection: Check if and how SELFIE addresses issues of inclusive education,
accessibility and disability. Does it? To what extent? What is probably missing?

3.2 Inclusive lesson planning with AT and accessibility

Key point: Developing a lesson plan for any mode and modality of learning to
promote inclusive education through the use of AT, entails the employment of
UDL guidelines and its alignment with appropriate methodologies and assistive
technologies. The AT competence development is closely linked to the classroom
program and curricula and therefore should be included in the process the
individual educational planning.

Inclusive learning design with the use of technology is very much connected to the framework
of UDL. In this sub-section, the aim is to provide some ideas on how teachers can organize their
learning planning and activities development (Section 3.3) to foster education for all learners
by employing technology and AT tools to respond to the UDL guidelines. The UDL framework
guidelines are enhanced with detailed checkpoints that help teachers and school teams to select
and implement tools and approaches including AT by providing examples and suggestions of tools,
technologies, adaptations and approaches. The checkpoints can also serve as a self-evaluation
rubric for teachers to evaluate their existing practices and re-design them, in order to make the
learning environment universally designed for their students.

Learning design and lesson Planning

Every learning process regardless modality, mode of delivery, age group or educational setting, to
be successful needs to be carefully planned and designed. When particular aspects of the learning
process need to be considered more thoroughly, these should be accounted across all elements of
the curriculum, the design of the learning environment and lesson planning. Therefore,

Regarding integrating technology into learning, based on the frameworks discussed in

Section 3.1, in order to bring digital transformation in the classroom practice it is necessary to
implement strategies in which:

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Design is learner centered and learning community-based

Technology holds an added value and great potential for redefining learning tasks
Participation is promoted through activities for interaction and engagement

Similarly, in order to achieve inclusive education in classroom practice learning (re)design strategies
concern:

Design is based on the principles of UDL and inclusive pedagogies

Technology holds an added value for promoting accessibility and digital inclusion
Participation is promoted through differentiation and equal opportunities for interaction and
engagement

Consequently, lesson planning and design can be inclusive with the use of AT when:

Design is learner centered and follows the principles of UDL and inclusive pedagogies
Technology holds an added value for promoting accessibility and digital inclusion in the
redefinition of the learning tasks & experiences for all learners
Participation is promoted through implementing differentiation strategies in learning activities,
so as to provide equal opportunities for interaction and engagement

Throughout this process teachers are expected to employ a number of strategies at all phases:
preparation, planning, and implementing in the learning process. These strategies are relevant
to knowledge, principles and competences outlined in the previous sections of these UNICEF
Guidelines as follows:

Step 1: Learning Design – Preparation concerns and strategies:

• At a preparation stage, teachers need to:

• Identify barriers in opportunities for participation in the classroom
• Identify barriers in access and technology in the classroom
• Assess existing needs, knowledge and competencies
• Identify resources, both human and artefacts/products/technologies

In summary, to do so, teachers need basic knowledge and understanding of how diversity is
defined in relation to social and environmental factors, and how what we identify as difficulties can
be eliminated if barriers are removed. Inclusive pedagogies involve approaches and strategies for
removing these barriers (refer to Section 1). Additionally, it is important to be familiar with the most
common assistive technologies and how they can match various students requirements in order to
be beneficial in education and not only (refer to Section 2).

Step 2: Learning Design and AT - Lesson Planning concerns and strategies

Next, a lesson plan is developed taking into consideration information collected at the preparation
stage. Planning involves a number of decisions:

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Design Decisions

• Definition of the setting, mode and modality of learning (e.g. f2f, online, in class, elsewhere in
school etc)
• Definition of the learning objectives including objectives for digital competencies, keeping in
mind the needs of the learners and the modality of learning.
• Definition of the time-schedule of the lesson plan unit
• Decisions about the types of learning activities to be implemented in order to achieve the
learning objectives

Technology Decisions

• Identification of the assistive technologies already used by particular students

• Identification of how and where in the time-schedule and activities development technology
will be integrated
• Definition of the assessment methods both formative and summative and the role of AT in
those
• Decisions about the tools and materials, including technologies that will be used

Inclusion Decisions

• Identification of persons involved, and consideration of any additional relevant training/

preparation needed (e.g. the learner, educators, assistant, carers)
• Alignment of the planning elements (objectives, activities, development of materials,
evaluation) to the principles of UDL
• Definition of differentiation strategies across all lesson plan elements (objectives, activities,
development of materials, evaluation)
• Definition of the added value of all technologies to be used including students’ individual AT

These decisions concern positioning of learning, shaping the lesson framework, setting timing of
activities, developing final plan ready to go (Figure 8).

Figure 8: Visual representation of the process of lesson planning with AT

Position Shape Set Go

Define learning
Design

Identify the setting, Define time. Decide activities

objectives including
mode and modality schedule types
objectives for digital
of learning
competencies
Technology

Define assessment Identify how, where Decide tools and

Identify existing AT methods & the role & when technology materials, including
of AT will be integrated AT
Inclusion

Identify persons Alien planning to Define differentiation Define ALL

involved & consider UDL principles strategies technology’s added
preparation/training value

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Each educational system, educational authority, school or teacher may hold their own templates
and guidance for lesson planning. Though the format is not important what is important is to be
able to identify how UDL principles, differentiation strategies and AT come together across all
lesson plans elements. Table 3 presents an example of how this kind of thinking can be facilitated:

Table 3: Mapping thinking for planning with technology in line with UDL

Principles of UDL Learning Design and Means, Tools, Technology

Activities
Provide options • Learning environment (or • Organization of the learning
for Engagement platform) environment (or platform)
• Meaningful activities • Accessible learning materials
• Relevant to digital and AT and alternatives
competencies • Connections with hyperlinks
• Compulsory and optional activities and bridges
• Alternative assessment • Accessible interactive content
opportunities
Provide • Physical accessibility for all • Available AT
options for • Alternative means of presenting • Subtitles, audio, multimedia
Representation information and content • Digital editable and accessible
content
• Easy-to-read
Provide options • Synchronous and Asynchronous • Multiple means for
for Action and Learning (f2f or online) communication and
Expression • Differentiation in opportunities for interaction (e.g. IM, email,
participation chat, AAC)
• Differentiation in assessment • Interactive content (e.g. video
• Staged and leveled activities and other material) – compatible
assessment with existing AT

Analysing lesson planning as presented in the example of Table 3, we need to think of the
characteristics each learning activity should have in order to respond to each principle of UDL. Then
we need to examine and integrate the available technology in ways that address the corresponding
principles.

For example, to provide options for engagement we need to decide how to make activities
meaningful and easy to complete, by employing existing digital competencies, or make sure that
these competencies are developed in advance. Then, define how technology facilitates meaningful
learning: are there any links, connections and accessible interactive content? Is an overview of
what is expected by students provided in alternative formats that helps students align objectives
and content to own experiences and preferences?

Similarly, for providing options for representations, the first thing we reflect upon is physical
accessibility and various information in various modes that support students to perform in learning
activities. Are reasonable accommodations such as assistive products for access, subtitles, audio,
etc., available?

The same goes for options for action and expression. What means of communication in the
broader sense are available? And how are students activated and motivate to use these means?
For example, if AAC is used by some students how are dialectical processes planned to encourage
the use of the AAC?

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For a more comprehensive lesson plan, institutions, educational systems and authorities, schools
and teachers may have their own lesson plan templates, to facilitate design of the daily learning
process and environment. Sometimes it is helpful to materialize and even visualize the above
considerations in such planning documents. There are a number of resources that help teachers
to do so. A suggestion of a lesson plan template is provided in ANNEX 3, which of course can be
adopted, adapted, amended or just consulted in any way deems appropriate in particular contexts.

Finally, it is highlighted that the preparation and lesson planning phases are part of a broader
Implementation Plan, discussed in Section 4.

Step 3: Development and Implementation of Learning activities with the use of AT

Planning is followed by development and implementation. This is the stage where the lesson plan
is materialized and implemented. However, the process is not linear, and needs to be collaborative
and flexible. Thus, development and implementation consider the following:

• Respond to previously identified barriers: During development of activities and material it

is necessary to go back and re-examine how these are anticipated to respond to barriers and
increase opportunities for participation.
• Meetings and communication: teaching in any format and modality entails meetings
and communication, either synchronous or asynchronous, face-to-face or remote. This
communication needs to employ, as well as consider, AT functionalities and accessibility
requirements.
• Content and material: AT functionalities and accessibility requirements are also used in
developing learning content and materials.
• Educators’ decisions and choices: both before and during implementation teacher’s
decisions and choices are expected to allow students have control on their learning preference
and be consulted. This facilitates further alignment with the principles and guidelines of UDL
and embracement of differentiation strategies.
Practical suggestions on development and implementation of learning activities with the use of AT
are presented in sub-section 3.3.

Read – Search – Consult

Find out more details about the UDL framework, Guidelines and Checkpoints

UDL Principles and Guidelines

UNICEF’s Teacher’s guide: How to make learning materials accessible
UNICEF’s Guides for accessible textbooks for all

Individual Educational Programs (IEPs)

Often students with disabilities follow an Individual Educational Program (IEP) including
individualized objectives, as an attempt to acknowledge individual needs, expectations, pace,
learning profile. However, in many cases such programs correspond to individual support sessions
and individual assessment, leading to segregated formats of education. There is great risk, and
sometimes a fact in many educational systems, that AT is considered as a tool attached solely to
the student’s individual goals and individualized support sessions, while it remains detached from
the inclusive classroom practice. Is there a balance?

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Develop ideas

Back to Case 5.3: Mary uses a personal computer with keyboard for writing

At the second grade of the primary school Mary was provided a personal computer with key
guarded keyboard and a trackball. She was able to use both hands for typing and prefers left
hand for the trackball. Mary has a personal assistant in the classroom. School was puzzled trying
to figure out: where would the technology be placed? Who was responsible for setting up the
technology? When would this be used? Who was going to teach Mary to use the technology?
Would all her learning material need to be in digital format? And who was going to prepare this?

Mary attended individual support sessions three times per week. The multi-disciplinary team
responsible for her IEP decided that Mary’s individual objectives should be revised and integrate
the use of AT. However, there was some resistance from the special education support teacher,
who declared that ‘she is not an ICT teacher and development of digital skills is not in her role’.

Family and Mary herself were excited with the new technology. They were keen for Mary to
have greater participation and independence in class with the use of the technology.

Check out school responses to the case of Mary in relation to individual learning objectives.
General consideration: Which boxes correspond to AT for inclusion?

Box 9.1. IEP Area: AT competence development

Old objective: AT was not included in the IEP

New objective: To identify the position of all letters in the keyboard in copy typing from printed
text

AT competences are the targeted

Box 9.2. IEP Area: Writing skills

Old objective: To compose simple three-word sentences in order to describe a picture

Revised objective: To compose simple three-word sentences using her keyboard in order to
describe a picture

AT becomes the tool for developing other competences

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Box 9.3. Transferring IEP and AT in the classroom

School decided that the best way to integrate Mary’s AT in the classroom is to have her copy
typing most of the time in order to practice in the use of her keyboard. Mary gets very bored.
Other students are doing more exciting and interesting stuff while Mary works closely with the
personal assistant typing sets of words and sentences… Parents asked for a follow-up meeting
requesting for software that Mary could probably use in the classroom with her AT, so she won’t
get bored.

Questions for consideration:

• What is the barrier that stops Mary joining classroom activities?
• Would additional software be the solution?
• In which level of the SAMR framework and Abbott’s taxonomy can the current
technology integration for Mary be categorized?
• Which level does Mary and the family expects to reach?
• Check Box 9.4

Box 9.4. Let’s go back to sub-section 2.3, Box 7 – Mary at the fourth grade

Mary attends the fourth grade of primary school. They gradually started working on short
collaborative writing projects…. Collaborative tasks are a challenge! Using the same or
different computers the teacher provided the opportunity to Mary to work with peers on shared
documents in which they can all contribute synchronously and asynchronously.

Questions for consideration:

• Was this approach not age appropriate two years ago?
• In which level of the SAMR framework and Abbott’s taxonomy can the current
technology integration for Mary be categorized?
• How is UDL reflected in this approach?
• Who else is benefited?

Box 10: Summary box - things to remember

Four phases for the selection, acquisition, implementation and integration of AT in the IEP and
the classroom practice comes in four phases (Edyburn 2002)

A. Choice: Focuses on the organization, investigation assessment and identification of the

appropriate AT
B. Acquisition: Locates the appropriate technology which is acquired for particular
students, groups of students or classroom
C. Implementation: encouragement of teachers to think and organize the way to create
educational opportunities for the successful use of AT
D. Integration: focuses on the use of AT in the learning environment. This fourth phase
involves various factors for success:
 Connect technology with the curriculum
 Manage issues of access and use of technology by the student
 Assess the effectiveness and usefulness of technology for increasing
participation
 Examine how the use of AT by the student can be expanded in other learning
(and not only) environments

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Read – Search – Consult

• Find out more about the work of projects focusing on lesson plan co-design in digital and
blended learning environments.

Lesson plan co-design with students is gradually gaining more ground in the research and practice
of inclusive education, especially in digital and blended learning environments. The Blended
Learning for Inclusion (BLENDI) project developed a synergetic lesson planning methodology and
platform and additional tools for supporting inclusive digital education through blended learning.

Think – Reflect – Act

1. Give it a try! Get one of your lessons plans and identify barriers and opportunities through all
of its components, by highlighting tools and approaches you may have/use for addressing
barriers. Which are the things that may hinder, and which may support the use of AT for
inclusive education in your planning?

• Mapping and juxtaposing barriers and opportunities in a table maybe helpful. A template is
provided in ANNEX 2. However, you may reflect on this in any way you prefer

2. Now, go through your lesson plan once again by looking at the UDL checkpoints! Note what
you implement and how. Note what you can do better, and which technology could be useful.
Remember, the UDL checkpoints can be found on the CAST official website.

Additional Resources and Tips

• Additional tips for Managing AT in the classroom

Box 11: Managing AT in the classroom

 Assess, identify, acknowledge the need of the AT in the classroom
 Set up, transfer, configure AT in the classroom
 Define the child’s position and the use of AT without isolating, stigmatizing, excluding
from any other activity
 Involve all students – promote collaboration
 Include AT in the lesson plan and the classroom time-schedule
 Adapt material where necessary
 Employ differentiation strategies
 Set small and short-term objectives
 Align objectives to the curriculum and those of the e whole classroom
 Provide opportunities to use the AT
 Encourage and promote student’s self-confidence
 Have technical support contact details in hand!

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• Some specifics to remote learning design

In order to apply UDL in online learning, literature suggests some more specific steps, summarized
in Table 4 (Dell, Dell & Blackwell, 2015; Rappolt-Schlichtmann, 2020)

Table 4: UDL in online and remote learning

UDL Principles Steps

Engagement and • Carefully select the platform tools
Interaction • Create accessible documents
• Prefer HTML instead of PPT (powerpoint presentations)

Engagement and • Provide alternative options for visual/auditory information

Interaction
Content Representation
Content Representation • Mind content first and then appearance
• Simple and consistent navigation in the online space
• Careful choice of colours and fonts
Action & Communication • Develop clear guidelines for good communication and
discussion (netiquette)
Additional Tips
Be clear about objectives • Provide specific information
and expectations • Mind for less memory load
• Focus on important elements
• Use simple language
Opportunities for • Class recordings
asynchronous learning • Alternative options for accessing the class material
Note taking • Prepare notes in advance
• Students roles
• Assistants roles

Material accessibility • Follow accessibility guidelines and standards for material of

different modalities
Learning communities • Encourage small discussion and meeting groups
• Opportunities for discussions beyond the lesson content

3.3 Developing learning activities and material that integrate AT and include all learners

Key point: Learning activities are inclusively interactive if facilitated by

differentiation strategies where technology is used as a tool for providing equal
opportunities for participation and engagement.

Following lesson planning and design, the implementation phase requires actual development of
the learning activities, tools and materials to be used during the learning process. As mentioned
in previous sections, all elements of lesson planning and curriculum components need to
follow guidelines of UDL, differentiation and accessibility in order to promote inclusive learning

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environments. In this sub-section practical examples of the use of AT in particular activities and
material developed are presented. Examples are evidence from classroom practice and efforts of
teachers to employ inclusive pedagogies and integrate AT and accessibility in particular learning
activities to promote inclusive education. The technology is used in ways that support participation
of individual students as well as in ways that engage and benefit all students in the classroom. In
the following paragraphs, some strategies and steps in the actual development of the activities
and materials are proposed:

Break down each lesson plan activity (see ANNEX 3)

The analysis of each activity that is included in a lesson plan can be useful for identifying how the
teaching and methodological approach and the tools and materials used, respond to the guidelines
of UDL in practice. A mapping or alignment exercise may facilitate teachers’ thinking and reflection
while developing the activity and the materials. ANNEX 4 includes a suggested approach
(introduced by the SKATE project) to this analysis and mapping of activities. This approach as well
as others that can be implemented by teachers consider the following:

• Each activity has learning outcomes that are connected to the whole lesson plan learning
objectives. These need to be formulated in ways that both the language used, and the
expected outcome allow flexibility, options and differentiation
• Tools and materials exploit AT, and they comply to accessibility and universal design
guidelines.
• Approaches encourage all students participation and give opportunity to all to use
technology, including individual AT tools.

Use AT in differentiation strategies

There are a number of strategies for applying differentiated instruction, some of which are
summarized in Section 1.3: Differentiated Instruction. These strategies take into consideration
learners’ readiness, learning profile and interests and just like UDL, they refer to all elements of
the learning process, i.e. content, process, outcome, assessment and learning environment. For
example:

Strategies based on readiness would take into consideration the revised Bloom’s Taxonomy
(Anderson & Krathwohl, 2000). While applying differentiation, it is expected to define children’s
processing skills at each level, the activities and the approach to do this and the means, i.e. tools
and technologies, that can be used. These strategies also serve all three principles of UDL as
students readiness depends on how students perceive the information, how the act upon their
learning and how they are motivated and interested in learning. Figure 9 below illustrates an
example of differentiation in the various levels of Bloom’s Taxonomy, at a story telling task. In the
figure the pyramid presents the six level of the Taxonomy. The parallel table includes juxtaposes
the following for each level:

First column: processing skills that students are anticipated to develop in each level.

Second column: suggestions of activities and approaches towards the development of the
corresponding skills at each level.

Third column: possible AT that can be used or how to be used if available in order to
encourage participation by particular students that use AT as well as engagement with all
students in the class.

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Processing skills Activity/approach Technology

I plan, I infer, Create a Recording, dictate

Create I propose, I invent new story... picture stories

I justify, I recommend Convince Debate with AAC

Evaluate I predict, I critique me to... Online blog

I compare and Find the Online games

contrast, differences, and apps that are
Analyse I note relationships, put in order, draw switch or keyboard
I reason thet, your family tree... accessible
I categorize

I research, I
Create a model, Recording dictate,
demonstrate,
Apply I solve a problem, predict the end of accessible
I perform the story simulations

I reword, I Role play, Encourage the use

summarize, illustrate,
Understand of AAC
I explain, I retell a story... Use symbols
paraphrase

I remember, Symbols/pictures
I know, Match, label,
Remember Switch/touch
I recall, name... accessible games
I define

Figure 9: Differentiation strategies based on readiness and corresponding AT uses

A differentiation strategy based on readiness involves activities hierarchy. Such strategies may
follow different paths. Activities can be arranged according to complexity, or known vs unknown
content, or aimed skills/skills type and level. Figure 10 illustrates the possible ways activities can
be structured and build during differentiation by level. In implementing such strategies, AT can also
be employed in the ways presented in Figure 10. Hierarchy of activities may as well correspond to
levels of the Bloom’s Taxonomy. Then the actual design and development of the activities considers
each student, the available classroom technology, accessibility requirements and any individual AT.

Simple Known Basic skills

Complex Unknown Metacognitive

Skills

Figure 10: Differentiation strategies based on activities hierarchy by level of

complexity, or prior knowledge, or types of skills

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Strategies based on Learning profiles need to comply to UDL guidelines. UDL guidelines
support teachers to maintain flexible development of materials and learning environments which
activate student’s learning through various channels in perceiving the information and knowledge,
in processing, in experimenting and experiencing, and in getting motivated, interested and
engaged. These strategies also serve the Representation principle of UDL, while at the same time
support compliance to Action and Expression and Engagement guidelines.

It is reminded that UNICEF has developed several guidelines on the implementation of UDL for
creating accessible learning materials

• UNICEF Accessible Digital Learning Portal: Ecosystem of accessible digital content and tools
• UNICEF Accessible Digital Learning Portal: Accessibility toolkit for digital learning materials
• UNICEF Accessible Digital Learning Portal: Teacher’s guide: How to make learning materials
accessible
Strategies based on interests often involve collaborative activities, learning stations, content
relevant to students background, learning profile, experiences and context including accessible
materials. These strategies also serve the Engagement principle of UDL, while at the same time
support compliance to Representation and Action and Expression guidelines. Table 5 provides
some examples of collaborative techniques in differentiation strategies and the use of AT:

Table 5: Differentiation techniques using AT for all

Examples of differentiation techniques to promote Examples of assistive technology

collaboration exploitation
Differentiation technique: Build together Provide accessible tools for all

Challenges in painting and cutting? Provide

options of tools for all

Challenges in reading? provide easy-to-ready

directions and guidance to whole classroom

Differentiation technique: Assign roles Give roles that will use the AT

Challenges in writing? give the role of the

spokesperson with microphone

Differentiation technique: Group project Make AT an integral part of the project

Challenges in vision? Provide resources accessible

to screen readers and request accessible project final
product (e.g. an audio school newsletter)

Challenges in language? Promote development

of accessible and easy to read project output and
provide equally accessible resource to groups to work
on the project.

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Develop ideas

The following cases provide some examples of how strategies and techniques above exploit the
use of AT and serve the purposes of inclusive education in terms of: participation, engagement of
all learners, collaboration, differentiation and accessibility

Case 5.3 (once again): Let’s remember Mary

Mary is encouraged to get involved in collaborative writing activities, using her alternative
keyboard. The classroom is engaged in story telling activities, working with children’s literature
books.

Differentiation Criterion: Readiness à Differentiation Strategy: Activities hierarchy

Differentiation Criterion: Learning style à Differentiation Strategy: multiple means of
presenting information
Differentiation Criterion: Interests à Differentiation Strategy: collaboration and links to own
interests and experiences

Activities Development
UDL Principles with the use of technology
The story is presented in the classroom
using power point with multiple means of
representation (image 1):
text, images and recorded narration

There is also an option to explore the original

book and students to practice reading

In activities sections for inserting responses

are clearly defined by highlighting/colour
coding Image 1

Activities are structured in levels

Level 1: Remember (images 2a and 2b)
Activity: Name or Match (both options provided to either type, write, say or select)

Image 2a Image 2b

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Level 2: Apply (images 3a and 3b)

Activity: Make connections (both options provided to either type, write,dictate or select)

Image 3a Image 3b

Activities are collaborative

• Students work collaboratively in pairs on shared documents

• Students are encouraged to search the internet, and/or connect to their own experiences
• Alternative keyboard is available to both partners in the pair when activity is implemented
in classroom
• Document remains online and students can work asynchronously as well

Case 7: Mike and his peers in Ms Helen’s classroom

The class of third graders of an urban primary education school hosts a diverse group of
fourteen students with different learning profiles, background and needs. Mike is a child with
cerebral palsy and cortical visual impairment who uses AT including a laptop computer, with
a switch accessible open software through which he writes with the support of a customized
on-screen keyboard. He mainly interacts with his computer and software by touch on his
touchscreen laptop computer. The software also allows for the development of multimedia
activities with a variety of options. Mike also uses magnifying camera for printed material as
well as magnification on digital material. Among the classmates there is also a girl that faces
challenges in visual coordination and uses a laptop computer for writing tasks, as well as
a bookstand for having printed magnified material at a vertical level. Another two students
are identified as students with learning disabilities, while a non-native language speaker has
recently joined the class. In addition, another girl in the class has been identified as gifted
especially in language and reading, who requires further differentiation.

The challenge in Mike’s class is not only to provide accessibility in terms of physical access
to learning material, but also to increase motivation and interests for each single student,
addressing individual learning profiles, background, language and other competence
development. The teacher has received training on AT and more specifically on the activities
building software use by Mike. The software proved very useful for the whole class, and
hence it is often used on the classroom computer as well, through the interactive whiteboard
available in class. Here is an example of a group project in Language course:

Differentiation Criterion: Readiness à Differentiation Strategy: Assigning roles and tasks

Differentiation Criterion: Learning style à Differentiation Strategy: multiple means of
presentation and multiple means for action and expression including physical accessibility
requirements
Differentiation Criterion: Interests à Differentiation Strategy: collaboration using the
technique of jigsaw method and connecting to new student’s experiences

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Activities Development
Activities using student’s interests and experiences, language and alternative presentation
The activity involved the changes of Use of symbols and two languages
the climate and the weather forecast in
different countries

The new student is a refugee from a

neighbor country that recently joined
the class and does not speak the local
language. The teacher helps her to
introduce her country and she thought
that the weather forecast could be a
good opportunity

The use of symbols is initially introduced

to facilitated dialogue (image 4)

Image 4

Activities are collaborative and structured in levels

Activity: Prepare your won weather broadcast for TV
Jigsaw method: Groups of students focusing on different aspects
Group 1: collect weather information for 3 different countries (local, classmate’s and another)
Group 2: collect images for the three countries relevant to weather
Group 3: Put some basic text together to be later updated with work of Group 1 & 2
• All groups: Students work collaboratively in small groups.
• Group 1 & 2: Students are encouraged to search the internet, and/or connect to their own
experiences and use symbols and other visual information
• Group 3: Recording is available for students to put together basic text/phrases. Videos and
ideas from real broadcasts are also provided by teacher for support
• All groups: All material collected and produced is shared on the school/class cloud server
• For the final product: Aims and groups are clearly defined, tasks are clearly identified,
instructions are clear (see image 5) and material is organized by students themselves
(previous group work)
Activities are collaborative and UDL principles are followed
Activity: Prepare your own weather broadcast for TV
Jigsaw method: Students from Groups 1, 2 & 3 forming new groups to compose the forecast
UDL: symbols as well as different options for action and expression are provided
For the final group product of the activity students are provided a template on the software used by Mike.
The software provides several options for interaction (image 5)

Image 5
Note: See in Section 4 the team approach towards the whole implementation plan for Mike’s case and his classroom

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Promote digital literacy and digital competence development through activity

implementation

Digital competence development of students is a key issue for the effectiveness of the use of AT
in education. Through activities that integrate AT students are expected to develop digital literacy
and increase their capacity in using their technologies effectively towards digital inclusion. This
approach represents a shift from the technocratic model of technology integration in learning
through a more human centered model. The first traditional puts emphasis on the integration of
technology as a separate curriculum discipline, and in ways that focuses on the technical skills of
using technology. For students using AT in school such an approach often results in resistance
on behalf of educators that consider themselves not the appropriate person in teaching this
kind of skills. On the other hand, the humanistic model treats technology as a tool to enhance
other competences including critical thinking, problem solving and decision making as mean
of practicing digital literacy. The latter is the approach for effective and appropriate technology
integration in the curriculum, learning design and activity development. For AT this is particularly
true. AT is a tool for reaching a broad range of competences and claiming rights. Thus, it’s use
requires the development of digital (AT) skill. Integrating AT as an integral part of students’ learning
experiences and interaction for, with and on learning content and materials allows students to
practice and develop their skills on the use of their own and other technologies.

Develop ideas

Case 2 (continued): Greg’s Case through development of digital competences

Source: ENTELIS Network Experiences: From AAC to Literacy and Digital Literacy

As introduced in previous sections, by his transition to higher level secondary education Greg
was using an eye gaze communication device and software, with the support of symbols.
Through the use of symbols and opportunities for communication, Greg gradually developed
literacy skills, and moved to more independent use of language for communication.
A team approach was consistently followed thought the school years for the effective
implementation of AT (more in Section 4). One of the aims of the implementation plan
was the development of digital literacy skills, especially while Greg was going to gradually
move from school to adult life. In addition, digital and blended environments started a new
reality in education and being connected seemed essential for learning, interaction and
reality in education and being connected seemed essential for learning, interaction and
communication. During his school life he was always fascinated by technology, and he was
frustrated for not being able to attend computer classes, as educators thought that this
was impossible for a physically disabled learner. As he very quickly got familiar with eye-
gaze as an access method, the team developed the first communication grids containing
short phrases for everyday needs and basic social interaction, which were represented both
in symbols and written text (image 6 (1)). In a very short time, Greg requested to move to
independent phrases and words in order to form his own sentences by reading the symbols
(image 6(2)). As he proved to be a very fast eye-gazer, word prediction seemed to be the next
step. However, at that time word prediction in mother language was not an option, since
the prediction feature was not yet supported by the localized software. Hence the team
had to develop customized prediction cells which in reality were numerous sequences of
interconnected grids (image 6(3)). This was first implemented in verb forms and tenses for
the sake of saving time to the user. Nevertheless, it proved to serve one more very important

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purpose: reading (literacy) skills. As this pattern of “customized prediction” was actually
the repetition of words in different forms, supported by symbols with indicators he started
making connections between symbols, letters (as graphemes) and the sound of these (as
phonemes). As a result, he soon requested to move on to cells with known words without
symbols and finally to the use of an onscreen keyboard. Soon the prediction feature k was
further developed he was then able to compose utterances independently and use a variety
grid sets for communication.

1 2 3

5 4

Image 6

At the same time, the use of symbols as well as the navigation through his communication
system provided a very good experience in accessing other computer applications through his
device and acquiring a better understanding of the digital world. As a result, starting from access
to Windows Media Player and listening to music, Greg started using using email, social media,
skype and the internet on a daily basis (image 7).

Image 7

Check materials’ compliance with UDL and accessibility

A final important strategy in developing and implementing learning activities with the use
of AT is application of accessibility requirements and universal design guidelines. Tools and
approaches towards this aim are presented and discussed in various other Sections of this Guide.
Nevertheless, a summary table for analysing the activity and the tools to be used is provided for
additional guidance. Of course, this is not considered an exclusive approach, but rather an example
of helping teachers putting everything together and aligning activity objectives to UDL guidelines,
technology used, and tools to make material accessible:

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Table 6: Analysis of learning activity focusing on UDL alignment

(suggestion also compatible to online learning activities)

Learning Universal Design for Methodology and Technology and

Activity Learning Model Accessibility
Activity Principles & Guidelines e.g. F2F, Distance, e.g. Teleconference/
Description Synchronous, captions, Group work/
Asynchronous… headsets
Learning Engagement
Objectives Recruiting Interest Approach Means / AT
and Learning
Sustaining Effort & Approach Means / AT
Outcomes
Persistence
Self-Regulation Approach Means / AT

Representation
Perception Approach Means / AT
Language & Symbols Approach Means / AT
Comprehension Approach Means / AT
Action & Expression
Physical Action Approach Means / AT
Expression & Approach Means / AT
Communication
Executive Functions Approach Means / AT

Reminder 1: UNICEF resources on UNICEF Accessible Digital Learning Portal:

• Ecosystem of accessible digital content and tools

• Accessibility toolkit for digital learning materials
• How to make learning materials accessible

Reminder 2: Check available AT features and issues for consideration (see Section 2)

Think – Reflect – Act

The challenge - Here is a case for you to reflect and design:

Your class: In a mixed ability class of fifth grade in primary school (you can also use your own class
as an example)

• Children readiness: analysed in lower, medium and above medium levels.

• Learning profiles: The prevalent learning profiles of all students include visual learners,
auditory learners and learners that prefer motion-sensory stimuli and learning.
• Classroom main interests: these have been largely developed through previous years in
primary school and involve music, theatre, artistic work, crafts and technology.

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• Children with disabilities in the class: a child with visual impairment, of medium readiness
that uses a magnifier and a child with intellectual disabilities assessed in a lower to medium
level of readiness.

Your task: During the week devoted to children’s rights at your school and you need to develop a
couple of activities (you can also reflect on a different subject of your choice)

• How would you differentiate the content, the activities, the learning environment in order to
respond to the various levels of readiness, learning profiles and interests of this class?
• Which differentiation strategies and techniques seem useful?
• What kind of technology would you employ to make face to face and some online learning
activities accessible for all students?

Make the connections: With which areas of the ENTELIS self-assessment tool that you have
previously used would you link this action?

Additional Resources and Tips

Additional Resources and Tips

• Failing to use AT appropriately or disregarding accessibility often constitute an indication of

ablism, disablism and segregation. Here are some examples and the response to those:

- I don’t have students with disabilities every year in my class, so I don’t need to have
accessible materials all the time.
- Accessibility does not allow beautiful design for my handouts and slides

The response: Accessibility should be an embedded feature of all elements of the learning
design. Anyone can benefit! Accessible means simple and clear!

- AT distracts the user and other students in the classroom

- AT is an individual issue and not a matter of the whole class. Special Teachers need to
work with this in one-to-one sessions
The response: AT should be introduced as an integral part of the learning environment and a
tool for participation like any other learning tool

- AT is expected to solve the problem, why do I need to adapt my instruction?

The response: AT is a tool not a purpose. You have the tool. You need to opportunity to use
it in order to serve its purpose.

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

Section 4: Whole school approach

and system level implementation

Overview

This Section focuses on the importance of considering AT implementation in education as part

of a more comprehensive planning at the micro-system of the classroom practice, but also at
a meso-system of the school and local community and the macro-system of the broader AT
service delivery system in education, including resource centers or other forms of services.
Regarding classroom practice and planning, the main issues have been discussed in Section 3.
Nevertheless, classroom practice is not independent from the whole school culture, policies and
overall practices. In addition, an implementation plan is largely affected by the macro-system of
service delivery, in terms of legislation and regulations (e.g. ethical issues, use of the internet,
use of cameras etc), in terms of funding or availability of other material or human resources,
and other policy decisions that can be central. Thus, in this section of the Guidelines, the main
steps and key-points of the process of identifying, implementing and evaluating the use of AT
are summarized, bringing together the roles of various stakeholders. Ideas of how to practically
develop an implementation plan are presented, and the way this can be connected to the whole
school culture, policies and practices.

Can do: Competences relevant to this section

Main assumption: Teachers, school staff and involved stakeholders need to work
collaboratively in a whole school approach.

• To distribute school resources fairly in classroom supporting inclusion.

• To be aware of the need to stay up-to date with innovative practices in the use of AT in
inclusive education.
• To recognize the limitations of AT resources and seek continuous improvement.
• To manage set up, maintenance, upgrades and safety of AT.
• To communicate and collaborate with school assistants and other stakeholders (e.g., parents,
other teachers) for the implementation of the AT within the school setting.
• To plan, teach, review and solve problems on the use of AT following a team. approach in
inclusive education by getting involved in multi-disciplinary teams.
• To be aware of the need to stay up-to date with innovative practices in the use of AT in
inclusive education.
• To implement and share with colleagues self-reflective practices for the use of AT for inclusive
education.

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• To support children’s parents and colleagues through the AT selection and funding processes/
mechanisms.
• To recognize possible safety issues related to ICT/AT use in order to plan mitigation/reduction
strategies.
• To manage communication with national or local authorities for issues of AT.
• To encourage participation in projects and innovations using AT in inclusive education.

Know – Understand – Analyse

Key points to remember

• Implementation of the use of AT for inclusive education is an issue of teamwork within the
school and beyond
• Digital and AT competence development through training is essential for the students using
the technology and all involved stakeholders
• Monitoring and evaluating implementation involve self-reflection practices, data collection from
involved and responsible persons, and observation of students’ participation and engagement.

4.1. Working together for planning effective implementation

Key point: Implementation of the use of AT for inclusive education is an issue of

teamwork within the school and beyond

Teamwork for the effective use of AT starts well before the actual implementation in the
classroom. After identifying the need for AT teachers, schools, parents contact the available AT
services to identify and select the most appropriate technology. As highlighted in
Section 2.2., there are countries that have well established AT specific services, others that
include AT provisions in other sectors, such as health, education, social welfare, with either special
attention to AT or non-specific to AT provisions, and others where AT is at least officially absent
from policies and services.

Team approach at service level

In any case, the first identification of the need for AT by teachers and the school team leads to
a process of assessment, that is often multi-disciplinary and collaborative. During this process,
the teachers need to work closely with the AT and other professional and collaborate with the
family and the student in order to identify the best technology and specific adaptations that
maybe necessary (See Section 2). The information collected and negotiated during that process
are very useful for classroom implementation (see Boxes 5 to 7). Additionally, close contact and
collaboration with the AT service delivery teams is necessary for the possibilities of supplementary
equipment and/or software, customizations, and other amendments or adaptations may occur.

Collaboration and teamwork at this level is essential especially for facilitating the transition
between education levels as well as cross-sectorial communication and procedures. In many
countries AT services are fragmented and there is no collaboration, common data or exchange of

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information between the various systems; e.g. there are states where the use of AT in education
is funded and managed by the Ministry of Education or educational authorities, whereas the use
of AT by the same child at home needs to be managed (and funded) separately by the Ministry (or
other authority) of Social Welfare. Similarly, very often transition of children using AT from primary
to secondary education, especially when systems are completely split is challenging. Challenges
are even larger when transition is from secondary to vocational education and then to support for
employment. Teachers can provide essential information on what works in the classroom. For
cross sectorial collaboration to be effective, the following should be ensured:

• Consistency in procedures: assessment, implementation and follow-up are based on same

policies and processes
• Multi-disciplinary team approach to IEP development: Same stakeholders are involved, and
if changes are mandated by the system a fixed core team is sustained (for instance child and
family, AT coordinator)
• Official data records: Keeping official portfolios for learners AT use, progress, objectives,
participation, challenges and solutions is essential for transition
• Training: Established training programmes for all educational staff across levels with
compulsory core in-service professional development on AT and inclusive education is a
mechanism for smooth transition

Team approach at school level

Moving into the adoption of the technology in the school environment, awareness and information
of the school staff and key persons is important. The use of mainstream or AT individually by
particular learners or as a shared learning tool in an inclusive classroom, entails several issues
that concern the whole school. Apart from installation, set-up, fitting, adaptations etc., where
the initial team may also be involved, other issues to be considered involve safety and security of
the equipment, maintenance and technical support, location in the classroom as well as storage
issues, updates and continuing training when necessary. Moreover, classrooms and students are
not a single teacher’s responsibility. Often different disciplines and curricula subjects are taught
by different educators, while other persons are involved in the learning process: i.e., specialists (i.
special teachers and speech and language therapists), support staff, teacher assistants, etc. Thus,
in addition to training (see Section 4.2), the school team needs to hold a common understanding of
the importance of the use of AT, its potential and benefits for equal opportunities for participation.
Developing a digital and AT enhanced inclusive culture in the school is essential.

Team approach at classroom practice level and beyond

Implementation in classroom and integration of the technology in the learning design is discussed
in Section 3. In order to make classroom planning effective, there needs to be continuity and
coherence across curricula elements, subjects, and learning experiences, including the use of
the technology at home. Thus, classroom implementation planning has a variety of aspects that
require teamwork and collaboration. These are:

• integrating technology in lesson design and learning environment (i.e., in learning

objectives, in teaching and learning activities, in material and content and in learning
environment accessibility). Teamwork at this level entails first of all collaboration with all
students in class (consider prior knowledge and experiences, as well as expectations, reactions
and feedback during class), and collaboration with other professionals and educators working
on the particular students IEPs is essential, in order bring individual objectives in classroom
curriculum (see IEPs in Section 3.2), as well as teachers that maybe involved in co-teaching (in
cases this is a school/system established practice).

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• development of learning and learning assessment activities, tools and materials.

Teamwork at this level involves possible collaboration between teachers engaged in co-
teaching. In addition, for the development of universally designed and accessible material
collaboration with accessibility experts, or people that can provide guidance and support for
accessibility, maybe necessary. Learning activities integrate AT on the basis of differentiation
and UDL, which are pedagogical approaches that are also learner centred and require co-
design with students themselves and other fellow teachers.
• transfer and continuity at home: families are an integral part of the whole implementation
planning and prior processes. They are involved in all steps of decision-making, and they
are also the main collaborators for keeping consistency and continuity of the work done
at school. Using AT for inclusive education to increase participation of particular students
as well as engagement of the whole class is connected to synergies with families’. Home-
school relationships and partnerships with parents have been for years in the centre of school
improvement, students’ progress and engagement and inclusive education. In the case
of technology and AT integration, this is even more essential as consistency, attitude and
acceptance needs to be reinforced and support for and by families too.
• transfer and continuity in other settings: children live, function, interact in various contexts,
activities and phases of their daily life. Thus, the use of AT is not only a matter of school,
classroom and formal education. All stakeholders and persons involved in every activity of a
child’s life need to be informed, educated and engaged in supporting the effective use of AT,
and accessible environments and opportunities for participation with AT. Teamwork at this level
is a facilitator for transition, cross institutional and cross sectorial collaboration and a catalyst
for educational and social inclusion.

An additional AT implementation plan is included in ANNEX 5, as recommended by the US National

AT Research Institute (Bausch and Jones-Ault, 2008), which organises the above points into an
easy-to-use table.

4.2. Training and competence development for effective implementation

Key point: Digital and AT competence development through training is essential

for the students using the technology and all involved stakeholders

One of the most important factors for the effective and successful use of AT “in creating inclusive
learning environments is the systematic development of competences of all actors” (Hoogerwerf,
2021, p. 110). Not everyone has the same background, prior experience and role in education that
would priorly provide knowledge and skills in implementing AT, training is essential when it comes
to developing and implementation plan.

Training can have various formats, modalities, duration and focus. What is initially necessary, is to:

• Identify the needs of training for each involved stakeholder, according to the requirements and
characteristics of the student(s), the learning environment, the people involved and their roles.
• Acknowledge that training should consider also follow-ups not only of the implementation
of the technology, but also the competence development of the various actors, the ongoing
support, and additional training that may be necessary in next steps.
• Keep up to date with technology, as well as with pedagogical approaches and with students’
progress and evolution

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Reminder: The SELFIE Tool of the European Education Area can be useful in identifying existing
competences, gaps and needs in how technology is used to improve teaching and learning. When
using SELFIE be mindful for issues on inclusion, accessibility and disability.

Then, it is important to identify

• the type (e.g. short-term or long-term, group or individual training) and modality (e.g. face to
face, on the-site or elsewhere, blended, online)
• the focus of training (e.g. on hands-on practice, technical skills, pedagogical perspectives)
• for whom each type and focus of training is more appropriate

Training for empowering students using the technology

Students’ training refers to both individual students with disabilities for the use of personal
equipment, and all students using any kind of technology for learning. For individual users of
personal AT, particular skills and knowledge for the use of the AT is often expected to be taught
prior the implementation in the classroom. However, this does not need to be a segregated
process, neither a reason for exclusion from specific classroom activities. As discussed earlier,
AT competences can be included in the IEP as well as supported by other professionals involved
in the school team. Students are not expected to become expert users in individual sessions.
Providing the opportunity to consistently use the technology in learning activities, facilitates
practicing and digital literacy. This is also valid for all students in the class. Opportunities to use
the technology in various ways as describe in Section 3.3 leads students in digital literacy through
encouragement to participate, be engaged and reach expected outcome.

In addition, students training for AT can also be included in other curricula subjects specific to
technology (i.e., most curricula have an Information Technology subject or similar). Including AT and
accessibility of mainstream technology in such courses is not only development of a broader digital
literacy, is also awareness and competence development for all students in relation to accessibility.
Training approaches should be informed by competence development frameworks for AT users,
that identify knowledge, skills and attitudes for digitally competent students and future citizens.
Examples are listed here:

• Guidelines for Lifelong Learning in AT communication, computer access and environmental

control, from the Keeping Pace with Assistive Technology Project (KPT)
• ATLEC Curriculum and Handbook – Assistive technology Competences for Users, from the
Assistive Technology Learning Through a Unified Curriculum Project (ATLEC)
• DigComp 2.2: The Digital Competence Framework for Citizens, A European Commission
Publication

There are also examples in which training processes and platforms are co-designed with AT users/
students, where competence frameworks focus on the synergies between trainers and trainees.
Right to Connect Now Project as well as DigiReady Project are examples of such approaches,
though the focus on young adults and vocational education students, rather than younger students
in education.

Training for educators and school staff

Teachers and other school and education staff that are constantly involved in the process of
implementing AT in learning, and also involved in supporting students with disabilities to develop
their own digital and AT skills, require continuous professional development and training. However,

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this does not exclude the on-site and on-the spot training for specific assistive technologies,
and for possible individualized needs of particular students. Teachers and school actors training
includes development of practical skills in setting-up, configuring, and using AT. In addition, it
includes competences in using the technology for developing learning activities and materials, and
how these are connected to the inclusive education pedagogies. In addition to this Guide, UNICEF
and other initiatives offer practical guides for hands-on examples on how to make accessible
material and integrate accessibility and AT in learning.

Similar to students training, approaches to teachers and school staff training, are expected to be
informed by relevant competence development frameworks. Some examples, referenced and
used in these Guidelines are:

• ATLEC Curriculum and Handbook – Assistive technology Competences for Trainers, from the
Assistive Technology Learning Through a Unified Curriculum Project (ATLEC)
• DigCompEdu: The Digital Competence Framework for Educators, A European Commission
Publication
• Educator’s Digital Competence Framework (EDC, 2022), developed by UNICEF
• SKATE Competence Framework for Early Childhood Education Teachers, from the Skills &
Knowledge on Assistive Technology in Early childhood inclusive education Project (SKATE)
• ENTELIS+ Competence Framework for Trainers, from the ENTELIS+ Project

Training for other actors and stakeholders

Other specific stakeholders and actors, such as family and carers, as well as other educators or
persons involved in children’s lives, also need to receive customised training sessions focusing
on the particular technologies and the various settings in which they will be implemented.
Though in the cases of family and carers, often training is more specific to particular children
needs and technologies, the aforementioned competencies frameworks are also useful. The
role of this group is also a determinant on the focus and type of the training. Families together
with the child are the source of information for students preferences, life-style, profile outside
school, that are necessary in decision making of designing the technology supported activities
in all settings. In addition, families are often the key for the links between class-work and home
and as well as extra-curricula activities, and the consistency in the use of technology. Thus,
training needs to be focused on the development of practical skills in setting-up technology, as
well as how they can create opportunities and motivate children to use the technology at home
in learning and other activities. Partnership with parents and home setting is essential for the
effectiveness of inclusive technology enhanced learning environments in and out of the class.
Emotional support of and by the family is another aspect for keeping motivation and discourage
possible abandonment of AT.

Tips for targeted training

• TEACH particular skills individually where necessary and provide lots of opportunities for
practice in various settings. Different training sessions for different groups of actors maybe
necessary

• LINK training to each stakeholder’s role and responsibility

• PEER-training is effective. External actors/service and product providers maybe the trainers.
However, having trained trainers withing the school unit is a key for success.

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• JOINT sessions for the whole team or small groups is also essential, in order to realize the
connections and links between the roles as well as the activities in the broader learning
experience

• EXPLOIT existing frameworks. Competences chosen for each training situation vary in terms
of education level, role of the educators/school staff, prior knowledge and experience.

• DECIDE the length, duration, location and modality (face to face, blended, remoter) of the
training based on trainees needs and profiles. Parents do not have the time for long and
theoretical trainings. Teachers too, but for teachers methodological and theoretical background
is often essential for building foundations for the practical aspects.

• PROVIDE various opportunities. Training is not once-off. Support sessions, coaching and
monitoring is necessary for the whole team, starting before and continuing during the
implementation and the follow-up.

4..3 Monitoring, reflective practice and self-evaluation for effective implementation

Key point: Monitoring and evaluating implementation involve self-reflection

practices, data collection from involved and responsible persons, and observation
of students’ participation and engagement.

A critical part of an implementation plan is the monitoring and evaluation of the process of the use
of AT for inclusive education from various perspectives. These involve the regular evaluation of the
technology effectiveness and satisfaction of students’ needs, as these can change over time. Also,
technology itself, hardware and software, many need to be upgraded or new AT may be required.
In addition, monitoring should continuously consider the needs of the whole class in terms of
access to technology, its actual use by all learners, its added value and appropriateness in relation
to the curriculum, the learners’ profiles and differentiation strategies.

Similarly, to assessment process and implementation planning, monitoring and evaluation are
also a teamwork, and should involve various stakeholder such as: the child and his/her family,
AT service delivery system/AT experts, school professionals and health professionals, and then
maybe providers, funding agencies, providers of technology as well as designers for customized
adaptations. Strategies of monitoring and evaluation may include the following:

Teachers’ reflective practices

Self- reflection involves a thoughtful look about the teaching and the teaching process, in terms
of ‘what was done, what could have been done, and what should be done’ (Galvez – Martin,
2003: 59). It allows educators to evaluate themselves, providing an understanding of how they
deal with past situations, and what can change to improve their own actions and engagements.
Communities of practice and group-work are considered more effective for self -reflection, since
communicative frameworks allow educators to interact, exchange ideas and learn from each other
(Devi et al., 2021). The various reflective practice models identified in literature share the principles
of critical assessment of own practice in order to identify possible solutions to educational
concerns for improving learners’ experiences. A number of strategies can be used towards this
end, which may include personal journals, diaries, portfolios, tables, mind maps, lists and bullet
points, recordings, creative representations and group and peer-feedback work. For example, an
older version of the UDL checkpoint was presented in a table, introducing teachers to a tabular

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strategy of self-reflection on how AT and other means is used to address UDL principles. The
newer versions the checkpoints is now elaborated further online, but it may as well be easily
copied into reflection tables. An idea could be the amendment of Table 6 into such a table, not
only for initial design but also for self-reflection and evaluation during and after implementation.
Similarly, example in ANNEX 4 provides spaces for reflection. In all cases, self-reflection upon UDL
guidelines should be based on additional criteria on how these are connected to differentiation
strategies and what has been the position and role of AT.

Criteria and observations on the integration and transferability of the IEP in the classroom
curriculum and practice as well as the participation and engagement of all students

The ICT and AT should be integrated in the Individual Education Plan (IEP) of the child but at the
same time we need to transfer the relevant objectives and learning outcomes in the mainstream
– inclusive classroom practices. The provision of AT often functions like any other service that
provides support in education specifically to children with disabilities, and as such it may become
a factor of segregation, rather than a factor for promoting inclusive education. One of the threats
is the fact that AT and it is not recognised as an integral part of the educational programme of the
student, neither at the level of the individual educational plan (IEP), nor at the level of the inclusive
classroom lesson plan. Therefore, the assessment and the procedure to provide AT should not only
include a suggestion regarding the equipment and tools that will be used by students, but also the
entire implementation regarding participation, learning, communication and the goals of inclusive
education. Including AT in the individual educational programme does not mean that inclusive
education is fostered.

Thus, continuous monitoring of the process and involved team’s reflection should consider
criteria that examine how AT is transferred from the individual level to the use in the mainstream
classroom, and specifically to principles of inclusive education. These criteria may focus on
monitoring aspects (also mentioned above):

• Professionals’ (including teachers) collaborations with child and family for transition from the
individual level (i.e. technology for individual needs), to the general level (i.e. technology for
engagement, participation and quality of life).
• Teachers’ own role in organising and creating educational opportunities for the use of AT in
non-isolating ways in the learning environment.
• Extent in which AT is connected to curriculum.
• Ways of managing the access of students to technology and relevant configurations and set-
ups
• Encountering quality participation of the student and interaction with peers
• Broader use of the AT in the learning process and beyond, including other settings (e.g.
communication devices during breaks)
• Transfer of competences and the use of AT per se to the next levels of education, or to
vocational training or employment opportunities.

Whole school approaches to self-assessment of school culture, policy and practices

To promote inclusive education is not only a matter of a single child success or even a single
class progress. It is also a matter of identifying gaps or opportunities in the whole school culture,
policies and practices that may hinder or support the effective implementation of AT for inclusive
education. Vigorous and conscious involvement of school communities is a key to achieving

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sustainable changes in education. Whole school self-assessment can be a fundamental force

in achieving improvements. The use of structured frameworks and tools can further facilitate
schools to engage in collaborative reflective practices (Mavrou and Hoogerwerf, 2021).
When it comes to AT and inclusive education such practices have an exceptional role, since
success of implementation lies deeply in team-work and multi-disciplinarity. Whole school
approaches to self-assessment may as well serve as tools for setting the goals towards
inclusive digital education culture, policy and practices in a school, and thus promote the use
of AT and accessibility. Such approaches facilitate school teams to further consider a strategy
for development and implementation of an action plan, as well a strategy for monitoring and
assessing the process.

An example of such a tool is the ENTELIS self-assessment tool for schools. The tool is proposed
at the end of Section 1 (see Think-Reflect-Act: 3) as an initial school self-assessment exercise
for identifying any good practices in a school as well as gaps, and the areas in which the school
should pay attention and develop actions. In a school focused tool such as this one, the target
areas for self-assessment include:

• School culture and policies: Areas in this section refer to whole-school management and
planning, involving the commitment of the school to the right to inclusive education for all
students, the use of technology and the promotion of digital literacy for all. In addition, it
involves whole school environment, focusing on accessibility, resources, communications and
universally designed processes. Student and Staff potential are also part of the school culture
and policies, and they involve learner centred process, AT and reasonable accommodations
policies and provisions, professional development for staff and digital competences
development for all.
• School practices: Areas in the practices section are more aligned to curriculum and IEPs
planning and implementation, teaching and learning strategies including differentiation and
UDL, classroom management and opportunities for participation with the use of technology,
and learning recognition and support through constructive feedback, and opportunities for
success.

The use of such tools is twofold. First, they can serve as a means for initial self-assessment and
establishment of an action plan. When areas of attention are identified, the use of AT as described
in these UNICEF Guidelines can be part of the action plan following the initial school reflection on
own culture and practices. Second, such tools can be re-employed for monitoring and evaluating
the whole action plan, upon the same indicators used for initially identifying the gaps. The aim is to
go back to the beginning, check what went well, what needs further improvement and how new
or existing actions can be (re)defined.

In conclusion, an implementation model is the result of an ongoing collaboration, observation and

review of the different practices that focus on all students and aim to use technology as a tool to
practice inclusive education pedagogy.

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Develop ideas

Case 2: Greg’s Case – The implementation plan in a summery table

Following the second phase of the assessment as presented earlier, an implementation plan
was collectively developed to support Greg in effectively use his eye-gaze augmentative and
alternative communication device in secondary education. The following implementation plan
is part of the broader plan and focuses on the development of the AT and digital competences
(See Case 2 in Section 3.3).

Meetings / Objectives (examples)/Roles Activities (examples)

Sessions
Persons involved
Student 1. To master eye gaze 1. Eye gaze games
(meetings with the 2. To use standard cells 2. Develop Grids including basic
AT support team in 3. To practice in word needs’
and out of school) prediction 3. Use of onscreen keyboard
Meetings organised 4. To participate in 4. Structured dialogue
regularly for a year conversation 5. Conversations regarding the News
with scheduled 5. To initiate communication Broadcast, which was one of his
breaks in between main interests
Family 1. To collect information for 1. Design and development of
device content content, starting from basic grids
2. To create opportunities for 2. Include AT in everyday activities at
communication home
3. Roles & tasks among family
members
School 1. To collect information for 1. Design and development of content
device content – basic
2. AT in IEP & Classroom 2. Development of schedule
Student, 1. To develop basic AAC 1. Training sessions (on the site)
professionals & software skills
family 2. To develop basic eye-gaze
set-up and configuration
equipment skills
All involved 1. To develop a troubleshooting 1. Low-tech backup solutions
stakeholders mechanism 2. Regular team Meetings
(Additional issues) 2. To develop school 3. Presentations at staff meetings
awareness and information
3. To develop a strategy for
technology security and
transfer

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Case 7: Implementation plan in the meso-level of Mike’s and Ms Helen’s classroom

Accessible School Environment: Built Environment, Learning Environment, Digital

Environment
Built Environment: Early assessment of the school space
Enter School Move in Reach classroom Participate in Learning
school
Designated Parking Ramps Central location of Assessment and selection of AT
Space for Parents Lift for first classroom
floor Noise-proof floor
Ramp

Assessment and Choice of AT: A team approach

Collaborators Technology Adaptations Training
• Student & Family • Laptop • Large print text Who
• Service provider: computer • Digital version • Student
Ministry of • Magnification of text-books • Family
Education • Interactive • Customized • All teachers
• Scientific whiteboard writing material • Personal assistant
consultants: • Accessible compatible By Whom: Collaborators
Research & activities with What:
Academic builder customized • Technical aspects of AT
Institution, private software on-screen • Pedagogical aspects for activity
occupational • Customised keyboard developments
therapist on screen • Activities software specific
• School team keyboard training
coordinated • Large touch- Where:
by the school screen • On-site (school)
Head: classroom • Funded by • At a university premises
teachers, personal State • Online (during covid-19)
assistant, special • Adapted desk • On-going coaching
teacher - c • Wheelchair • Individual sessions (with
occupational therapists, special
teacher)
Implementation Team: Inter-Disciplinary Collaboration
Members Roles
Classroom Teacher Lesson Planning and Activities Development
Set-up and installation of equipment in class
Differentiation of material and learning activities
Special Teacher and Speech and Lesson Planning and Activities Development in
Language Therapist collaboration with classroom teacher
Individual sessions: IEP objectives for use of
technology and other curriculum objectives
Development of differentiated material
Family Information for classroom accessible material
Practice at home
Input in activity planning and development

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Personal Assistant Set-up and installation of equipment in class

Support for the use of technology in classroom
Development of differentiated material with teachers
guidance
Rehabilitation professionals out of IEP in individual private sessions
school AT competence development
Monitoring and consultation for school implementation
Academic and Research Institution Training
Monitoring and consultation for school implementation
Volunteer students for differentiation material
development
Learning Environment: Individual Educational Program (IEP)
Aim Maximization of student’s capacity and participation
Foundations Student’s existing knowledge and skills
Assistive technology AT competence development objectives
AT as tool for participation in curricular activities
Learning Profile Learning objectives and expected outcomes build on
all aspects of learning profile: auditory skills, strong
memory, strong verbal communication, peer learning
and collaboration
Learning objectives Short-term – small steps and easy to achieve
Long-term – aligned to school grade / national
curriculum objectives
Learning Environment: Curriculum Differentiation
Objectives Following IEP and aligned to national curriculum
Tools and Material Accessible and adapted towards compatibility with
personal AT
Content Simplified and included in collaborative learning
activities, peer interaction and personal experiences
Outcomes Differentiated and documented assessment (project
based, accessible assessment formats)
Digital Environment: Digital education during covid-19
Synchronous Learning Teams Platform
Personal folder for each student
Accessible content in personal folder
Use of the individual software to present content for
all class
Home use of large screen and accessibility
requirements
Asynchronous Learning Individualised tools compatible with AT software
Accessible content in personal folder
Stay connected Informal online meetings organized by classroom
teacher for socialization of all students in class
Informal online meetings organized by various parents
for interaction and communication between students

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Read – Search – Consult

See some more implementation examples at UNICEF’s Accessible Digital Learning

Implementation Examples
UNICEF 2021 Practical Guide to Blended Learning
UNICEF 2020 Guidance on Distance Learning Modalities to Reach All Children and Youth During
School Closures

Additional Resources and Tips

A summary of the main points for implementation focusing more on Early Childhood Education
and early primary years can be found in the SKATE Project Guidelines Sections 3.2.3 Strategies in
Using ICT-AT and 3.2.4 Integrating ICT-AT in Early Childhood Education and Care.

Think – Reflect – Act

Remember the ENTELIS self-assessment tool for schools? In Section 1 the tool was used
for an initial self-reflection of your school culture, policy and practices, through the short
version. Now is time to think of implementation and check your school readiness in more
detail.

Try out the extended version of the ENTELIS self-assessment tool for schools [English].

Extended version: includes four descriptors of good practice for each area. The extended version
also includes typical questions that help you to understand the criteria and to assess at what stage
of achievement you are. It further provides guidance in the definition of an action plan. In that case
the worksheets provided will become collaboration tools between staff members. Give it a try!
Identify gaps, identify strengths, suggest actions and build a short-term implementation plan!

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

ANNEXES
ANNEX 1: AT Assessment for Beginners: Three Steps and Five Tips to
Assistive Technology Assessment (Katerina Mavrou)
3 Steps and 5 Tips to Assistive Technology Assessment
AT Assessment for Beginners

“Flexible, Collaborative, Pleasant, Decision-Making, User-Centered Process”

The 3-Step Process
Step 1: Organize and Prepare:
Tips: User-Centered & Collaborative

1.1. Collect  Previous reports from other professional

information  Interviews with the student, family, professionals
 Observation of student and environment – on and off task
So as to:

 Define goal(s): What does the student wants/needs to do? (tasks & activities)
 Define barriers: Which are the barriers that AT is expected to remove?
 Define needs & abilities: What can the person do? What are the difficulties and issues to
consider regarding all aspects of development (motor, sensor, cognitive, emotional)
 Define existing AT used: Does the user already use any AT? (what, how, when)

1.2. Set up the team  Remember: The student is part of the team!
 Talk to other professionals – invite them to the assessment
 Get the family involved (observe and/or participate)
 However! Avoid crowded assessment settings – decide who is
important to be there

1.3. Prepare the  Define the venue where the assessment will take place – Make it
environment accessible!
 Prepare the equipment/tools that will be used for the
assessment
 Be flexible! You may need to change plans!

Step 2: Actual Assessment

Tips: User-Centered, Collaborative, Pleasant & Flexible

1.2. Be organized  Follow well-structured tasks (mind flexibility!)

 Have all documentation in hand
 Have all equipment ready
 Allocate roles (if needed) with other involved professionals

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1.3. Be flexible  Do not pre-assume

 Have Plan B (at least)
 Improvise!

1.4. Be pleasant  Provide motivation!

 Make the assessment fun (especially for kids)
 Make short breaks
 Provide positive feedback on tasks
1.5. Observe and  Consider all aspects (physical/motor, sensory, cognitive,
record carefully emotional)
 Record tasks & performance
 Video-record (if appropriate)
Step 3: Actual Assessment
Tips: Decision-making, Collaborative & User-centered

1.1. Collaborate  Discuss with the student and other involved individuals about
possible solutions
 Get all factors under consideration (funding can be one of them!)

1.2. Be specific  Describe process and tasks

 Describe performance in all aspects observed (access,
communication, processing etc)
 Make suggestions for AT
 Document your suggestions

1.3. Follow-up  Make suggestions for implementation

 Make suggestion for initial objectives
 Provide for future meetings
 Remember! People are changing, needs are changing, technology
is changing!

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ANNEX 2: Template for assessing lesson plans in terms of barriers and

opportunities for the use of assistive technology for inclusive education
(SKATE project training materials)

Learning Objectives Identified Identified inclusive Suggestions for

Barriers elements addressing barriers

Materials Identified Identified inclusive Suggestions for

Barriers elements addressing barriers

Activities Identified Identified inclusive Suggestions for

Barriers elements addressing barriers

Assessment Identified Identified inclusive Suggestions for

Barriers elements addressing barriers

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ANNEX 3: Lesson plan template to facilitate the use of assistive

technology for inclusive education

Source: Adapted from SKATE project

Lesson title:
General information:

Time:
Grade/level:

Main Objectives:
(formulated having in
mind the principles of
UDL)

Brief Classroom Number of Children

Description and
prior knowledge Children that use personal AT
and experiences of
students Other details

Materials/Equipment:
(Including AT and other
technologies)

Tips

Learning Activities Design and Technology / UDL Classroom

approach Materials Principles organisation
Introduction
(description)
Activity 1
(description)
Activity 2 etc
(description)
Assessment
(description)
(formative/
summative)

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ANNEX 4: Activity Analysis and Mapping for the use of assistive

technology towards Universal Design for learning

Analysis of learning activity (adopted by SKATE project)

Learning activity title:

Context:

Time:
Grade level:

Main Objectives:

How this activity is related

with the lesson plan

Brief Classroom Number of Children

Description (from lesson
plan) Children that use personal AT

Other details

Procedure (describe your activity in steps, incl. how you will

differentiate by means of UDL and the implementation of
ICT(-AT))
Classroom organization
(describe or draw your
classroom)

Materials/Technology:

Who is involved or needs Who (name or profession) Task

to be involved ? (e.g. e.g. teacher e.g. Set up the technology
parents, teacher, special
needs educator, .. ) + tasks

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 The use of Assistive Technology in Education: A Guide for Teachers and Schools

How the activity responds

to Differentiation & UDL
Principles ?

Tips
Reflection on Activity implementation
Date Objectives Evaluation Suggestions

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ANNEX 5: Example of an assistive technology implementation plan

template
ASSISTIVE TECHNOLOGY IMPLEMENTATION PLAN

STUDENT
INFORMATION
Student name
Grade Date of birth
School
Date AT Plan Review Date

POINT OF CONTACT (Individual assigned to keep the implementation Plan updated)

IMPLEMENTATION TEAM
NAME (List all individuals involved) ROLE (e.g. administrator, teacher, family, student,
services provider)

EQUIPMENT
EQUIPMENT & SOFTWEAR TO BE STATUS (e.g. owned by school, will purchase, borrow
USED etc)

EQUIPMENT TASKS
TASK (e.g. order/procure AT, PERSON DATE DUE
customize, set-up, maintain, at school/ RESPONSIBLE
home)

TRAINING
DATES & FOLLOW-
TRAINING NEED TRAINEES TRAINER
TIMES UP

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CLASSROOM IMPLEMENTATION
IEP GOAL CURRICULUM PERSON(S) AT NEEDED TO ACCOMPLISH
DOMAIN RESPONSIBLE GOAL

HOME IMPLEMENTATION
IEP GOAL CURRICULUM DOMAIN PERSON(S) AT NEEDED TO ACCOMPLISH GOAL
RESPONSIBLE

MONITORING/EVALUATION
RECORDING
PERSON(S) RESPONSIBLE
INSTRUCTIONAL SYSTEM &
GOAL FOR IMPLEMENTATION/
STRATEGY FREQUENCY (task
DATA COLLECTION
analysis)

Source: Bausch, M.E. & Jones-Ault, M. (2008). Assistive Technology Implementation Plan: A Tool for Improving
Outcomes. Teaching Exceptional Children, 41(1), 6-14.

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Frameworks, Guidelines and Projects Reports

ATLEC: Assistive Technology Learning Through A Unified Curriculum Project and Frameworks, at:
https://atlec-project.eu/
CAST, 2022. Universal Design for Learning (UDL), at: https://udlguidelines.cast.org/
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ec.europa.eu/digcompedu_en
DigComp 2.2: The Digital Competence Framework for Citizens, at: https://publications.jrc.
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topics/digital-education/action-plan
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 United Nations Children’s Fund
Regional Office for Europe and Central Asia
Palais des Nations, CH‑1211 Geneva 10, Switzerland
Phone: +41 22 909 5111
Email: [email protected]
Website: www.unicef.org/eca