2023-10-11-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_73页_5mb

Summary of Assistive Technology Use in Indonesian Schools for Children with Disabilities

Introduction and Context

This report examines the use of assistive technology (AT) to support children with disabilities in both inclusive and special schools in Indonesia. AT encompasses high-tech and low-tech tools to facilitate learning. The study employed a mixed-methods approach, including a large-scale survey of over 2,000 teachers and focus group discussions, to address gaps in understanding AT availability, usage, and challenges in low-middle-income contexts. It highlights AT's role in enhancing educational equity and quality, especially post-COVID-19, and draws on international practices to inform policy recommendations.

Key Findings

• Availability and Use of AT: AT availability is limited in inclusive schools, with only about 80% of special school teachers reporting access compared to approximately 70% in inclusive schools. Usage is low, with 60% of surveyed inclusive school teachers not using AT; factors like school type, location, and teacher training influence usage rates. High-tech AT (e.g., text-to-speech for learning disabilities) is underutilized, while low-tech options (e.g., picture cards) are more common but often used without full understanding.

• Teacher Training and Challenges: Teacher training on AT is insufficient, with only 16–31% having received relevant training. Common challenges include lack of access to information, inadequate guidelines, infrastructure issues (e.g., limited hardware or connectivity), insufficient teacher-student ratios, and difficulties creating AT. Despite regulatory efforts, implementation gaps persist due to unclear policies and funding constraints.

• Support Needed: Over 83% of teachers require additional support, but less than half receive assistance. Training and provision of AT are top priorities, with a need for practical, accessible resources and multi-stakeholder collaboration.

Conclusion and Recommendations

A shift in policy and service delivery is urgent to address inequalities. Recommendations include:

• Develop regulations and guidelines for AT use, covering all disability types in both school types.
• Enhance procurement processes to ensure AT affordability and availability, with expanded collaboration.
• Strengthen teacher training and supporting mechanisms, including multidisciplinary assessments and flexible roles for specialists in inclusive settings.

These changes aim to improve access and educational outcomes, contributing to equitable learning for children with disabilities in Indonesia.