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A new reportpublished last week by WHO and UNICEF reveals that more than 2.5 billion people need one or more assistive products, such as wheelchairs, hearing aids, or apps that support communication and cognition. Yet nearly one billion of them are denied access, particularly in low- and middle-income countries, where access can be as low as 3% of the need for these life-changing products.

The Global Report on Assistive Technology presents evidence for the first time on the global need for and access to assistive products and provides a series of recommendations to expand availability and access, raise awareness of the need, and implement inclusion policies to improve the lives of millions of people.

"Assistive technology is a life changer - it opens the door to education for children with impairments, employment and social interaction for adults living with disabilities, and an independent life of dignity for older persons," said WHO Director-General, Dr Tedros Adhanom Ghebreyesus. "Denying people access to these life-changing tools is not only an infringement of human rights, it's economically shortsighted. We call on all countries to fund and prioritize access to assistive technology and give everyone a chance to live up to their potential."

"Nearly 240 million children have disabilities. Denying children the right to the products they need to thrive doesn't only harm individual children, it deprives families and their communities of everything they could contribute if their needs were met," said UNICEF Executive Director Catherine Russell. "Without access to assistive technology, children with disabilities will continue to miss out on their education, continue to be at a greater risk of child labor and continue to be subjected to stigma and discrimination, undermining their confidence and wellbeing."

The report notes that the number of people in need of one or more assistive products is likely to rise to 3.5 billion by 2050, due to populations ageing and the prevalence of noncommunicable diseases rising across the world. The report also highlights the vast gap in access between low- and high-income countries. An analysis of 35 countries reveals that access varies from 3% in poorer nations to 90% in wealthy countries.

Affordability is a major barrier to access, the report notes. Around two thirds of people with assistive products reported out-of-pocket payments for them. Others reported relying on family and friends to financially support their needs.

A survey of 70 countries featured in the report found large gaps in service provision and trained workforce for assistive technology, especially in the domains of cognition, communication and self-care. Previous surveys published by WHO note a lack of awareness and unaffordable prices, lack of services, inadequate product quality, range and quantity, and procurement and supply chain challenges as key barriers.

Assistive products are generally considered a means to participate in community life and in wider society on an equal footing with others; without them, people suffer exclusion, are at risk of isolation, live in poverty, may face hunger, and be forced to depend more on family, community and government support.

The positive impact of assistive products goes beyond improving the health, well-being, participation and inclusion of individual users - families and societies also benefit. For example, enlarging access to quality-assured, safe and affordable assistive products leads to reduced health and welfare costs, such as recurrent hospital admissions or state benefits, and promotes a more productive labour force, indirectly stimulating economic growth.

Access to assistive technology for children with disabilities is often the first step for childhood development, access to education, participation in sports and civic life, and getting ready for employment like their peers. Children with disabilities have additional challenges due to their growth, which requires frequent adjustments or replacements of their assistive products.

The report makes recommendations for concrete action to improve access, including:

1. Improve access within education, health and social care systems

2. Ensure availability, safety, effectiveness and affordability of assistive products

3. Enlarge, diversify and improve workforce capacity

4. Actively involve users of assistive technology and their families

5. Increase public awareness and combat stigma

6. Invest in data and evidence-based policy

7. Invest in research, innovation, and an enabling ecosystem

8. Develop and invest in enabling environments

9. Include assistive technology in humanitarian responses

10. Provide technical and economic assistance through international cooperation to support national efforts.

The launch of this report was broadcasted live last week, in case you are interested in watching.

Download the 140 page report from WHO's website or read the entire report in pdf below.

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Almost One Billion Children And Adults With Disabilities And Older Persons In Need Of Assistive Technology Denied Access, According To New Report

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A new report published last week by WHO and UNICEF reveals that more than 2.5 billion people need one or more assistive products, such as wheelchairs, hearing aids, or apps that support communication and cognition. Yet nearly one billion of them are denied access, particularly in low- and middle-income countries, where access can be as low as 3% of the need for these life-changing products.

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The Process of Considering Assistive Technology (AT) is a 5-minute video produced by the Utah Assistive Technology Teams with a grant from the Utah State Office of Education. It provides an introduction to AT, looking at both AT devices and services. Considerations include the following steps:

1. Review student's present level of achievement and academic performance

2. Discuss and determine student's IEP goals

3. Identify tasks to accomplish IEP goals across all environments

4. IEP teams should then ask, "What does the student need to do that he/she cannot do because of his/her disability?"

5. Identify appropriate supports and services, including any assistive technology needed

The video also describes and discusses the value of using the Assistive Technology Consideration Quick Wheel in this process (available through CEC). This helps to examine low tech and high tech devices, access, and more.

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The Process of Considering Assistive Technology - Paths to Literacy

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The Process of Considering Assistive Technology (AT) is a 5-minute video produced by the Utah Assistive Technology Teams with a grant from the Utah State Office of Education. It provides an introduction to AT, looking at both AT devices and services.

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Understanding Assistive Technology: Simply Said

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"For most of us,
technology makes things easier.
For a person with a disability,
it makes things possible."

- Judy Huemann, American Disability Rights activist and Former Assistant Secretary, US Department of Education, Office of Special Programs

A.T. Corner

Want to learn about
assistive technology options?

Locations

Visit one of our A.T. Resource Centers for hands-on demonstrations to try your options for the device, software, or app that is right for you.

IATP Services

We provide assistive technology resources and expertise to all Idahoans with disabilities through the following mechanisms:

The Idaho Assistive Technology Project is a federally funded grant project located at the Center on Disabilities and Human Development as part of the University of Idaho's College of Education, Health and Human Sciences. The Project was founded in 1992 and funded through the Assistive Technology Act of 1998, as amended. Our goal is to help Idahoans with disabilities acquire the assistive technology they need to live more independent lives.

IATP Newsletter

Would you like to receive emails about upcoming events, disability resources, and available AT services? Sign up for our free newsletter!

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"For most of us, technology makes things easier. For a person with a disability, it makes things possible." - Judy Huemann, American Disability Rights activist and Former Assistant Secretary, US Department of Education, Office of Special Programs Want to learn about assistive technology options? Visit one of our A.T.

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Intellectual and Development Disabilities often impact ones physical, emotional, and/or intellectual development. As IDD typically affect the nervous system, sensory stimulation, and metabolic process, AT can be considered as a method to increase ones independence and confidence.

Low Tech:

Weighted vest

Pencil grips

Activity schedules

Social Scripts

Mid/High Tech:

Noise canceling headphones

Video modeling

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Visual Impairment Including Blindness (VIB)

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Visual Impairment Including Blindness (VIB)

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As stated in the Individuals with Disabilities Education Act (IDEA), visual impairment, including blindness, is "an impairment in vision that, even with correction, adversely affects a child's educational performance."

There are numerous types of AT that can be used by those who are visually impaired.

Optical devices - Devices which magnify the image of the material being used.

Electronic devices - HD handheld magnifiers scan the material and magnify what is being read.

Braille embossers and refreshable braille keyboards.

Text-to-speech software.

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Augmentative and Alternative Communication (AAC)

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Augmentative and Alternative Communication (AAC)

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Augmentative and Alternative Communication is traditionally used by individuals who have deficits in speech and language skills. AAC devices help everyone share their voice and express their needs, wants, and ideas.

Low Tech:

Picture boards

Sign language

Communication symbols

High Tech:

Speech generating devices (VMax, NovaChat)

Tablet with communication apps (GoTalk)

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Assistive Technology (AT) is any tool, device, programmed software, or piece of equipment that is used to help individuals perform tasks that may otherwise be difficult. Ranging from low to high technology options, AT caters to specific demands and helps eliminate barriers prohibiting ones well-being. Assistive Technology is utilized by all groups of people including those with disabilities, the elderly, and persons with identified needs. The presence of AT is becoming more prominent in schools and the community as awareness spreads and technology advances.

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Lesson planning with Universal Design for Learning (UDL)

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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85: Betty Lou Rowe on including students with significant disabilities in the general education setting in BCSC.

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Betty Lou Rowe shares the work she and UDL coordinators at Bartholomew Consolidated School Corporation are doing to truly and fully include all learners. Hear about a tool they created that communicates who as student is, strengths, and how to support that student from day 1.

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View this parent guide on the implementation of UDL for specific learning disabilities.

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Learn about how educators are moving away from the "one-size fits all" approach.

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What is Universal Design for Learning (UDL)?

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Check out CAST for a comprehensive review of the principles, guidelines, and checklists of Universal design for learning.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of 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.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of 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.

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This Padlet is a collection of resources and information regarding Universal Design for Learning (UDL) and Assistive Technology (AT). You will find text, videos, websites, images, and podcasts describing the nature of UDL and AT. As UDL and AT make their way into numerous educational settings, it is important for educators, families, and individuals to understand the benefits and implementation strategies. Every child deserves the opportunity to share their knowledge with the world. UDL and AT work to make this possible.

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Multiple Means of Representation is most closely associated with the recognition network located in the back region of the brain. This network makes up the “WHAT” of student learning. How one perceives and comprehends patterns, language, sensory information, and task interference are all part of the recognition network. When providing information, it is essential to represent it in multiple ways so that all levels of variability are accounted for (Meyer, Rose, and Gordon, 2014).

Guidelines:

1. Perception - It is important to provide information in multiple sensory modalities and in ways that allow for adjustment and accessibility. This can be achieved by customizing the display of information and offering alternatives for auditory and visual information.

2. Language and Symbols - When representing information in alternative formats, this must be done with the intention of providing clarity for all learners. Not all students will comprehend symbols or language in the same way because of differences in their background and knowledge subsets. It is essential to promote understanding across numerous languages and clarify vocabulary and symbols.

3. Comprehension - We need to make sure students can utilize their background knowledge to make connections with new information. Highlighting the main ideas and scaffolding are a couple of ways to do this.

Technology to Support MMR:

Closed captioning

Written transcripts

Written descriptions of texts and images

Tactile representations of digital images

Task checklists

Altered font size and color appearance of documents

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Multiple Means of Engagement is also known as the affective network or “why” of learning. Meyer and others describe the affective network as “the feelings, values, or emotions that can influence attitudes towards learning” (2014). One’s level of motivation can differ significantly based on genetic neurology, culture, background knowledge, and more. Educators can use their knowledge about student interests and cater lessons to be optimal for all learners.

Guidelines:

1. Recruiting Interest - The first way to foster motivation is by creating a curiosity for learning. If the learning material does not engage one’s cognitive network, it will be a lot harder for the individual to retain the information. Letting students take charge of their learning can only happen in a space where students feel safe and empowered.

2. Sustaining Effort and Persistence - Learners need to be able to self-regulate and set high expectations for themselves. We can guide learning by showing the outcomes of hard work.

3. Self-Regulation - This is the ability to control one’s emotions when engaging with the environment. Both intrinsic and extrinsic motivation can be cultivated by setting goals and learning from mistakes.

Technology to Support MME:

Prompts

Rubrics

Noise buffers

Visible timers

Calendars and schedules

Constructive feedback

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Multiple Means of Action and Expression (MMAE), also known as the “How” of learning, is predominantly controlled by the strategic network in the brain. Specific cortexes within the network control our motor movements and abilities to interact with our environment. It is essential to let students express what they know in a modality that caters to their specific strengths (Meyer, Rose, and Gordon, 2014).

Guidelines:

1. Physical Action -  How students interact with and navigate the everyday physical materials in the classroom. To combat these barriers, we can use assistive technology and provide options for students to access information. Requirements for rate, timing, speed, and range of motor action should be considered.

2. Expression and Communication - Provide students with multiple modalities and tools for them to share their knowledge in a way that caters to students strengths.

3. Executive Functions - To engage one’s executive functioning in a productive way, scaffolding can be introduced to reduce the cognitive load. Guiding goal-setting and supporting the organization of information are key methods for helping students monitor their progress.

Technology to Support MMAE:

Post goals and checklists

Provide graphic organizers

Adapted keyboards

Joysticks

Customized touch screens

Physical manipulatives

Calculators

Voice recognition

Spellcheckers