世界银行-印度尼西亚包容性和特殊学校残疾儿童辅助技术（英）-2023-73页_5mb

Summary: Assistive Technologies for Children with Disabilities in Inclusive and Special Schools in Indonesia

This study analyzes the use of assistive technology (AT) in Indonesian schools for children with disabilities, focusing on inclusive and special schools, teachers, and policy challenges.

Executive Summary

AT is crucial for enhancing learning outcomes for children with disabilities but remains inaccessible in many Indonesian schools. The research highlights limited availability of AT in inclusive schools compared to special schools. Few teachers receive training on AT use, and infrastructure issues (e.g., lack of devices, connectivity) hinder usage. The study emphasizes the need for policy reforms, teacher training, and improved procurement processes to ensure equitable access and effective use of AT.

Key Challenges

• Availability: AT access is very limited in inclusive schools. Teachers often create low-tech AT themselves but lack guidelines and technical support.
• Training: Only a small percentage of teachers have received training on AT. Training is lacking in rural areas and focuses primarily on inclusive education basics, not AT.
• Infrastructure: Limited hardware, poor internet connectivity, and maintenance issues impede AT use. High teacher-to-student ratios also constrain support.

Recommendations

1. Develop Regulations: Create specific policies for AT in inclusive schools, including high and low-tech options.
2. Improve Procurement: Modify funding schemes (e.g., BOS) and expand collaboration between schools, governments, NGOs, and service providers.
3. Teacher Training: Integrate AT-focused training into teacher programs, both pre-service and in-service, emphasizing practical skills and student-centered approaches.

Detailed Analysis

Indonesian Context

Indonesia has increased access to education for children with disabilities but falls short on quality and AT. Despite rapid growth in inclusive schools, teacher capacity, lack of specific AT regulations, and funding constraints limit effective use.

AT Usage and Barriers

• Disaggregated by Disability Type: While AT varies by disability type, high-tech usage is generally low. For example:
  • Learning Disabilities: Teachers rarely use text-to-speech in inclusive schools.
  • Autism Spectrum Disorder: Inclusive schools lack high-tech tools like tablets, even in urban areas.
  • ADHD: AT like timers is underutilized; teachers often rely on behavioral management without appropriate tools.
• Low-Tech Focus: Teachers use picture cards and communication boards more frequently than high-tech devices.
• Location Disparities: Urban schools have better AT access than rural ones.

Audiovisual: Video Overview

Video unavailable here

Conclusions and Recommendations

A shift in policy and service delivery is needed to integrate children with disabilities into educational debates. Expanding regulations, training, and resources will enhance AT use and educational outcomes, reducing inequalities.

1. Develop regulations for AT in inclusive schools.
2. Expand collaboration for procurement.
3. Train teachers on AT, with practical support mechanisms.