Across countries and regions, learners with disabilities are least likely to benefit from distance learning solutions. “Lack of computers or even smartphones is the main barrier to promote effective distance learning for our children.” said by SEN teacher, public school, Kigali City, Rwanda.
在各個國家和地區，身心障礙學習者最難從遠程課程中受益。盧旺達基加利市公立學校的SEN 老師:「缺乏電腦及智慧型手機是我們與孩子進行遠程課程的主要障礙。」
To facilitate the effective use of inclusive and assistive digital technologies in education, four major points were made by the UNESCO（United Nations Educationnel, Scientific and Cultural Organization）Chair.
First, technologies should be suited to the needs of learners with disabilities.
Second, teachers and students with disabilities should be trained in the appropriate use of digital technologies.
Third, such technologies should be affordable, especially when the only available solution is an assistive technology.
Fourth, the content of the native language should be available in accessible formats.
為促進包容性和輔助性教育科技的有效使用，聯合國教科文組織主席提出了四個要點:
第一，應選擇適合身心障礙學習者需求的科技技術。
第二，應對身心障礙教師和學生進行數位科技的教學培訓。
第三，可負擔的科技，特別是只能使用輔助性科技時。
第四，當地語言應以無障礙格式提供。
Nowadays, there are many excellent free and open initiatives currently supporting creative and cooperative learning environments. Such initiatives include:
• Apple Accessibility (https://www.apple.com/ accessibility/),
• Google Accessibility (https://www.google.com/ accessibility/products-features/),
• Microsoft Accessibility (https://www.microsoft.com/ en-us/accessibility),
• Mada: Digital access for all (https://mada.org.qa/),
• New South Wales Government: Disability, learning and support (https://starfishlabs.co.uk/products/),
現今，許多社群軟體皆提供免費和創新的無障礙學習環境，例如蘋果，谷歌，微軟等。
In conclusion, full learning participation requires not only internet connectivity, devices, and accommodated software, but also individualized support tailored to learners’ communication abilities and educational activities. As a result, education stakeholders need to work with persons with disabilities to ensure that digital education solutions are not just assistive technologies, but truly universally inclusive ones.
總結來說，全面的參與學習不僅需要網路、設備和可使用的配套軟體，還需要針對學習者的溝通能力和教育活動客製化。因此，教育工作者需要與身心障礙者合作，以確保數位教育不僅僅是輔助而已，而是真正具有普遍包容性的技術。
Young cute elementary aged girl with headphones on looking at a laptop while participating and learning in a remote virtual learning class during the COVID-19 pandemic quarantine.
在疫情隔離期間，小女孩戴著耳機參與遠程學習課程。
(Thomas Park/Unsplash)
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