Guidance on Digital Assistive Technology (AT) Selection
Steps to help countries choose cost-effective, multipurpose digital AT devices and services that advance inclusive education for all learners.
Introduction
The following guidance is intended for UNICEF Country Offices implementing inclusive digital education initiatives (such as the Accessible Digital Textbook initiative) and in need for practical steps to procure digital assistive technology devices and related services for children with disabilities in schools. The UNICEF Assistive Technology (AT) team, which includes Programme Groupi and Supply Divisionii experts, is available for more detailed guidance when needed.
The assistive technology devices and services that are available through the UNICEF Catalogue should ideally be ordered after a detailed survey and assessment of student needs. However, sometimes circumstances are such that the order needs to be placed without the benefit of detailed information. In this case, the following guidance includes general recommendations on types of equipment, software, and criteria for selection.
The Inclusive Education and Social and Behavior Change (SBC) teams should always be included when designing and implementing digital AT initiatives. We also recommend that the “Digital AT procurement readiness checklist” be consulted together with this document.
Generally Applicable Digital Recommendations
Selection Criteria
When selecting products for purchase, it is crucial that products that we describe as digital platforms be given priority over specialized devices. Digital platforms, devices such as computers, tablets, and smartphones, are capable of fulfilling a variety of disability related functions without the product itself being specifically produced for persons with disabilities. Specialized devices, including digital book readers, video magnifiers, and others, are typically not capable of substantially modifying or upgrading their capabilities. Further, specialized devices often only perform a specific function that usually does not meaningfully differ from what can be offered by installing relevant software on platform devices.
A single digital platform, such as a smartphone, can be configured with the capabilities of multiple specialized devices such as book readers, note takers, and video magnifiers. The advantage is that a good quality smartphone will likely (even when all needed applications are installed), cost a fraction of the specialized devices it replaces, enabling the ministry of education to reach a much larger number of students. Having a platform device allows for more affordable, efficient, and fast updating, upgrading, and customizing the digital tools available to the student.
It is also critical to maximize the utility and minimize the cost of devices purchased, not only to optimize the use of resources in the short-term, but also to ensure that the student or the student’s family will be able to afford the needed digital AT after that student leaves the education system and seeks internships, higher education, and employment opportunities. These criteria are relevant for both hardware and software selection. When considering software, free and open-source alternatives should be prioritized when possible. Government or foundation-funded alternatives should be selected if free options are not available.
Training
For all digital devices, but particularly to ensure the proper use of more sophisticated devices such as computers and smartphones, it is absolutely essential that training be provided to teachers, and especially to AT users themselves. In the case of screen reading and other specialized software, it is essential that someone who is a daily user of that technology, usually someone with the disability that requires it, be the person providing the training. It is virtually impossible for someone who does not need to use, on a daily basis, a screen reading software on a computer or smartphone, to be able to provide high quality training. Organizations of persons with disabilities (OPDs), specialized NGOs, and persons with disabilities that work as consultants are usually the best sources of high-quality, non-medical guidance and training on digital AT. It is absolutely essential that one or more of these specialized sources of training be contracted, when computers, tablets, or smartphones are purchased, to provide training and technical support on screen reading software directly to students that need it.
It is important to introduce digital platform devices to children at a young age, because their ability to learn and adjust to new technologies is at its peak. Children as young as seven years of age have been known to become proficient users of screen reading software on smartphones when provided with quality training.
It is essential that training be part of the AT budget and that it be provided together with digital devices. In fact, it can be argued that training is even more important than having access to the very latest technology. Even the most advanced technology is likely to underperform or be useless without sufficient training, whereas relatively old technology in capable hands can substantially augment the capabilities of an individual.
Finally, when providing training to the youngest children, it is key to prioritize and focus on the most basic key combinations, such as help mode activation, cursor movement, reading activation, and speech rate and volume controls. This way the students will have the basic knowledge needed to explore on their own. At later stages students can be trained in their typing skills, the navigation of tables, formulas, as well as other more advanced features.
Maintenance and Repair
Digital AT devices and software are generally fragile and vulnerable to physical or software breakage, much more so than traditional physical AT products. For this reason, we recommend that, when purchasing products, the ministry or entity procuring the devices must also ensure that a maintenance and repair contract is available to provide physical repairs. Appropriate software provision should include antivirus protection as well as ensure funding for maintenance and repair is included to ensure product operability. In the case of free and open-source software, upgrading devices must be part of routine maintenance.
When selecting devices such as smartphones, tablets, and computers, care should be taken to ensure that brands, where “parts pairing”iii is used to restrict repair and maintenance options, are not purchased. Whenever possible, devices designed to be easily repairableiv should be prioritizedIV.
Healthy Digital Skepticism
While the use of digital platforms should be prioritized, it remains important for evaluators to consider when a proposed digital solution is outside the needs and scope of a project. It is common to observe extreme claims regarding the capabilities of more cutting-edge digital technologies, including smart canes, AI-powered digital smart glasses or augmented reality mobility aids. The makers of these devices often imply that their single device will bring about unprecedented functionality or are capable of entirely replacing classic products overnight. Since such claims are rarely based on facts but instead on what will make the device more marketable for a potential investor. It is absolutely essential to involve a local OPD in the product selection process, or at least UNICEF AT experts to ensure a selected digital product meets the specific requirements of the prospective recipients Additionally care should be taken to ensure that all students that need a digital AT device first has access to basic digital platforms which are often effective, lower cost, and multipurpose in scope, such as a computer or smartphone. If digital platforms are already available and do not offer solutions for the specific impairment, it is then appropriate to try procuring devices such as digital note takers, book readers, handheld scanners, or smart glasses or watches.
It is also key to note that recently launched products often do not have their interfaces, OCR engines, TTS voices, virtual keyboards, and options such as dictionaries and spellcheckers, localized, meaning they may not work properly with local languages. In fact, many products are launched with just one or a few languages available and updated to include additional languages over time, if at all. Older, more traditional digital platforms thus should be prioritized for potential users who require compatibility with an underserved language.
Students with Physical Disabilities
The following are some examples of products that are designed to assist students who cannot use conventional keyboards, mice, or other tools due to impairments that prevent them from having fine motor control, limit the range of movements that they can perform, or have other challenges such as frequent involuntary movements:
- Keyboards: There are keyboards that can be manipulated with head or mouth sticksv; keyguards which can be placed over a conventional keyboard so that keys will not be pressed through involuntary movementsvi; keyboards with large keys for users without fine-motor controlvii; and other variations for other types of impairments as described below.
- Mice: There are mice which are vertical in the way they are controlled; others are trackballs; and yet others work through eye-tracking or movement tracking.
- Other types of physical disabilities require special posture support to assist the student to sit properly; supports to position the keyboard, tablet, computer, or screen in a way that facilitates studying for the user; as well as a variety of sensors ranging from touch sensitive to blow switches which also allow for the activation of digital devices. Finally, dictation software and voice control software available for both computers and smartphone/tablets provide a way to dictate text and control digital devices; and some types of software can perform both dictation and device control functions.
Students with Hearing Impairments
Generally, students receive the greatest benefit from the reception of hearing aids, which are already available through UNICEF’s supply catalogue. Apps which are commonly available on smartphones, tablets, and computers similarly offer a great range of software options which can help hearing impaired people.viii However, while hearing aids are generally the most beneficial product available for students with hearing impairments, headphones are also important tools for maximizing educational outcomes. Some headphones include audio limiters built in to ensure that transmitted sound cannot rise to a level that causes hearing damage, while others come with built in noise cancellation and audio filtration systems that lower the amount of ambient noise a child hears potentially enhancing the child's focus.ix Finally, induction loop systemsx may be required for students who actively use hearing aids.
Students with Vision Disabilities
Visual impairments can range from easily correctable with eyeglasses, to severe requiring substantial magnification of text on digital devices, to total blindness, requiring artificial voices, better known as text-to-speech (TTS), and screen reading software, which replaces the use of the mouse to control the computer entirely without sight:xi
- Magnification software makes fonts larger or differently colored in a manner not offered by default by the operating system, aiding low vision users.xii
- Students who are totally blind can use screen-reading software, which requires specialized trainingxiii; Braille displays, which is a paperless Braille solution that is often too expensive for the LMIC contextxiv; or Braille embossers/printers which can produce paper-based text.xv
- In some education systems the choice is made to provide digital Braille notetakers for blind students. These do not have the versatility of laptops, but they greatly facilitate Braille literacy, note taking, and book reading. These are recommended if providing a laptop computer for every blind student is not feasible. UNICEF Supply Division can provide support in identifying more affordable versions of Braille displays.
Students with Communication, Cognitive, and Behavioral Impairments
Students who have communication, cognitive, or behavioral impairments often have issues with memory retention, communication, and language development. Students with these impairments can benefit from a broad array of supportive products, many of which are also effectively used by individuals with other types of impairments.xvi These students frequently use Augmentative and Alternative Communication (AAC) software to facilitate communication.xvii
Similarly, there are many versions of AAC software, including both products that include pictures and images together with words, as well as others which also have speech synthesis (i.e. an artificial voice that speaks the intended utterance). The main considerations when selecting AAC software are language compatibility, since AAC software is not available for every language in the world; cultural compatibility, since images ideally should be relevant for the context of the child; and remote connectivity requirements.xviii
Another key consideration when selecting AAC products is whether the student will be allowed to take the product home. Ideally taking the device home should be allowed, but this will require portability, so AAC software should be installed on either a smartphone or tablet.
Since there are still many languages not yet available on AAC products and other challenges also exist, it is key that OPDs or parents of children with communication impairments be consulted, as such groups can be a valuable source of practical solutions for day-to-day as well as technical challenges.
i Fernando Botelho is Programme Specialist for Assistive Technology at the PG Disability Section at UNICEF’s Programme Group.
ii Dennis Soendergaard is Manager for Disability and Assistive Technology in the Product Innovation Center at UNICEF’s Supply Division.
iii Parts pairing is a system used by electronics manufacturers to link a specific internal component—like a screen, battery, or camera—to a particular device’s motherboard through software.
iv The link provides some criteria to be used when analyzing whether a company ensures that digital AT devices are sufficiently repairable. The criteria includes:
Documentation: Does the manufacturer provide free service manual information to consumers?
Disassembly: How easy is it to open and repair the device?
Parts availability: Is it easy to find replacement parts?
Parts pricing: Are spare parts affordable?
Device-specific category: This includes several factors that are specific to laptop or phone repairability, such as the availability of software updates.
v TheMaltron Single finger or Head/Mouth stick keyboard has a unique shape and keyboard layout which allows individuals with limited hand mobility to input keystrokes using a single finger or sticks held in their mouth which matches natural head movement and the ergonomic key arrangement to minimises finger or stick activity, raising speed and relieving frustration.
vi Also known as keyguards or key covers, these devices are designed to help individuals with motor or coordination challenges access a keyboard more easily. These devices provide a barrier or cover over the keys, preventing unintentional key presses and improving accuracy for users with limited motor control
vii The Clevy keyboard is tough, clear and child-friendly. The Clevy Keyboard is friendly, with large letters. The simple layout and colour-coding makes it easy to find the keys. Wireless connection with PC, iMac, iPads, tablets and even phones.
viii Some commonly available apps are listed below:
SoundPrint: a tool for noise protection
NIOSH Sound Level Meter: measures the sound level of your environment
Decibel X: measures the sound level of your environment
Ava: an instant transcription app that transcribes in live the words of a group of people
Sound Amplifier: an app that lets you listen to programs at an amplified level you need using your headset or AirPods
Subtitle Viewer: an app that displays subtitles on your phone screen when listening to music, videos, or conversations
ix Clevy Hearsafe Headphones: Safe and Durable Classroom Headphones
With an integrated safe volume limiter that restricts sound to a safe 85 dB, these headphones help protect young users from hearing damage caused by prolonged exposure to loud audio
The Bose durable wireless headphones come with noise-canceling technology. Effortless setup through intuitive software allows personalized audio experiences.
x Induction loops are products attached to the hearing aid which use electromagnetic fields to transmit audio signals directly to the hearing aids, reducing background noise and improving speech intelligibility.
xi Note that TTS and screen reading software are audio-operative devices, meaning that other assistive products, such as headphones, can enhance the individual's ability to use such products. Supply Division can provide advice on other assistive products which can be procured to improve the outcomes of using relevant AT.
xii These options range from software configuration changes that make the font larger at the level of the operating system, office application, or web browser; there is also freely downloadable magnification software that provides much more substantial increase in letter size; and software which reads text with an artificial voice when the text is too lengthy and it would be too tiring to read visually. These options are often available as plugins/add-ons to web browsers as well as downloadable desktop software. Equivalent options are also available on smartphones and tablets.
xiii Screen Readers are software that helps users interact with digital content on computers, tablets, or smartphones by magnifying the screen, reading aloud text, and providing other features to accommodate varying levels of visual impairment. UNICEF highly recommends usuing the free NVDA screen reader, which comes with a free user guide and telephone support.
xiv Also known as braille terminal, or reader, is an electronic device for people with visual impairments to read digital content through tactile braille output. It features a row of braille cells that adjust to display various braille characters.
xv Braille embossers are devices designed to produce tactile documents by embossing braille characters onto paper or other materials. These embossers can also aid in printing images, outlines, maps, and other illustrations with braille characters. Braille embossers are usually setup in resource centers and produce for the needs of students in multiple schools.
xvi This can include specially adapted keyboards, screen-reader or TTS software, as well as noise cancelling headphones depending on the child’s impairment.
xvii AAC devices and software, both aided and unaided, supplement or replace speech for people with communication or cognitive impairments. AAC systems are designed to optimize communicative competence through symbols, strategies, and techniques. Some cost-effective solutions include digital communication books or picture exchange systems.
These products use fixed, dynamic grid or hybrid interfaces to present language options that associate or vocalize pictures, symbols, letters, or words with the speech of the child. Some products are capable of creating digital lesson plans and instructions for students to use in the classroom.
xviii The latter consideration relates to the fact that some AAC solutions, particularly those which use artificial intelligence (AI) to improve on either sentence construction and/or in generating the voice, require reliable Internet connections.
