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Eden Social Welfare Foundation

Measuring the Impact of COVID-19 on the Education of Persons with Disabilities 衡量新冠肺炎對身心障礙者教育的影響

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.









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/),




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.






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.


(Thomas Park/Unsplash)




https://unesdoc.unesco.org/ark:/48223/pf0000378404  p.7-9