Embracing Technological Innovation: UNESCO advances SDGs through inclusive education for learners with disabilities

On the occasion of International Day of Persons with Disabilities (IDPD), commemorated every 3 December since 1992, this year’s theme is an especially timely one: ‘United in action to rescue and achieve the SDGs for, with, and by persons with disabilities.’ The theme implies the imperative of harnessing technology for inclusive education, resonating profoundly with Sustainable Development Goal 4 (SDG 4) of the 2030 Agenda: ‘Ensuring inclusive and equitable quality education for all.’

An estimated 700 million persons with disabilities reside in the Asia-Pacific region, 43 million of whom are children (UNICEF, 2023). Technological advancements are playing a crucial role in achieving this goal, especially for persons with disabilities. Thirty years on from the International Day’s founding, the achievement of the Sustainable Development Goals (SDGs) by 2030 is under threat. Today, at the halfway mark of the 2030 Agenda, we are not on track to meet many SDG targets, with progress for some goals having stalled or even regressed since the goal was adopted in 2015. According to the ESCAP SDG regional progress report (2022) the total number of years required to achieve the SDG targets in Asia-Pacific has increased, suggesting that the vast and diverse region will miss the target year of 2030 by decades. 

To make the SDGs a reality for persons with disabilities, renewed efforts and stronger collaboration are required from Member States, the UN system, civil society, and the global community of persons with disabilities. According to a UNICEF report, learners with disabilities encounter greater challenges compared to their non-disabled peers in society. These challenges include accessing early childhood education; a higher likelihood of dropping out of primary and secondary school levels entirely; and receiving less early stimulation and responsive care. 

In the context of enhancing education for students with disabilities, technology can play a pivotal role, as recently highlighted by a report by UNESCO which addresses the significant barriers these individuals face in accessing quality education by providing information in multiple formats; conveying knowledge through diverse mediums; and engaging learners dynamically in the overall learning process. This integration of technology in education not only contributes towards ensuring equitable access to educational content; in addition, it supports children with disabilities in developing greater independence, self-determination, and social integration. 

Technological integration is exemplified by several transformative assistive technologies. Leveraging these types of technologies to support learners with disabilities is essential for promoting equality, inclusivity, and accessibility in education. This not only addresses the diverse needs of learners but also prepares them for a future where technology plays an increasingly prominent role in many aspects of everyday life. 

Some recent and especially notable transformative assistive technologies include the MouthPad: A Gateway to Computer-Operated Communication; Evo10 Daisy Recorder/Player: Bridging the Learning Gap for Visually Impaired Students; and Bookshare: A Digital Library for Print Disabilities. Additionally, UNESCO has developed in Asia and the Pacific accessible learning materials for children with disabilities and supports teachers’ capacity development through online training to better support children with disabilities during emergencies, all of which include a specific module on assistive technologies.

The effectiveness of these technologies, however, depends on individual needs, affordability, and preferences of each learner, and educators must have adequate training on implementing and supporting these technologies to create a truly inclusive learning environment. As indicated by the GEM report, assistive technologies and devices remain inaccessible and unaffordable in many countries, and even where they might be available, teachers often lack specialized training to use them effectively in their specific learning environments. On a positive note, the GEM report further indicates that 72 per cent of the world’s countries have policies or strategies to incorporate technology into pre-service teacher education, and for in-service teacher professional development, 84 per cent of the world’s countries have similar plans. Important to note, however, is that only 67 per cent of low-income countries have plans for pre-service teacher education in technology, and 73 per cent for in-service development.

While various challenges thus remain in integrating new technology specifically designed to assist learners with disabilities, the collaborative effort among different stakeholders, educators, technology developers, and government policy-makers can significantly improve the engagement of technology both in the classroom and at home. 

To achieve the SDGs for, with, and by persons with disabilities, a united approach is essential. This involves the following factors:

• Collaborative Policy-making: Involving persons with disabilities in the decision-making process to ensure public policies are truly inclusive. An example of this is the CBM South Asia Regional Office (SARO), situated in India and operating in Bangladesh, Nepal, and Sri Lanka, and implementing an approach in the workplace which emphasizes the recruitment of persons with disabilities to effectively position these individuals in senior leadership roles. This sets a powerful precedent for its partners and associates, encouraging them to actively promote and embody the principles of inclusive development.
• Inclusive Technology and Innovation: Continuing to develop and implement technologies that cater to the diverse needs of persons with disabilities. A good practice noted from the GEM report was in the Republic of Korea during school closures, where every student with disabilities received individual assessments leading to tailored online learning resources, including materials with subtitles, sign language, and texts in Braille, along with the employment of assistive devices and home visits. To accommodate multicultural families, resources were also available in Chinese, Russian, and Vietnamese. This comprehensive approach resulted in a 99 per cent participation rate and an 81 per cent satisfaction rate among learners with disabilities.
• Building Partnerships: Building partnerships between governments, private sectors, NGOs, and communities to foster an inclusive environment. During the COVID-19 pandemic, civil society organizations globally have adopted various measures to support and empower persons with disabilities. A significant 71 per cent of these organizations engaged directly with persons with disabilities to develop effective pandemic responses. Additionally, nearly 67 per cent integrated disability inclusion into their COVID-19 plans, strategies, and guidelines. Collaborating with organizations representing persons with disabilities was another key approach ensuring that service delivery was inclusive and effective. Fifty per cent of the organizations provided in-kind support to persons with disabilities, addressing immediate needs during the crisis (ESCAP,2022). 
• Teacher Training and Technology: Utilizing technology for teacher training has become the trend during and after the pandemic as a cost-efficient approach, which can prove a new approach of using technology to train teachers to integrate technology in their teaching of learners with disabilities.  As noted in a recent World Bank report, 44 per cent of teachers in Indonesia engaged in online learning during the pandemic, 75 per cent of whom experienced online training for the first time in their careers. Numerous teachers encountered difficulties in applying the skills and knowledge gained through online training. Despite these challenges, a significant majority of 88 per cent expressed a preference for continuing with online training well beyond the pandemic.
• Fostering Awareness and Advocacy: Continuous awareness raising on the challenges faced by learners with disabilities and advocating for their educational rights and inclusion. Bhutan’s ten-year roadmap for inclusive and special education 2018–2028, outlines actions points related to targeted awareness and advocacy of disability and child rights, systematic information dissemination on inclusive and special education services, family education and building a support network of CSOs and OPDs. 

With such developments, united efforts in integrating assistive technologies into education are key to achieving the SDGs. Technological innovations are not just technological accomplishments; they are beacons of hope, paving the way for a more inclusive and equitable world. The stories of individuals benefiting from technologies are powerful reminders of our collective responsibility to ensure that no one is left behind in the pursuit of education and empowerment. UNESCO stands ready to continue our work to innovate and collaborate with all education and technology stakeholders to foster an inclusive and accessible educational environment in Asia-Pacific. This way, we can ensure that the SDGs are achieved for, with, and by persons with disabilities, truly embodying the spirit of united action of all.

For more information on how UNESCO fosters inclusion in education, visit: Inclusion in education and International Day of Persons with Disabilities.

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