All technologies are assistive, but it is clear that assistive technology will level the playing field, as well as enhance the abilities of people with disabilities to live more independent and fulfilling lives.
The integration of assistive technology and innovation has changed the lives of people with disabilities, discovering capabilities and enhancing their functional capabilities elsewhere.
From advanced science and technology such as sensor-responsive communications to relatively basic and low-tech devices to allow the holding of a cup or pen – technology is expected to advance the mainstreaming and inclusion of people with disabilities.
In Bhutan also, efforts are being made to promote the use of assistive technology for children and persons with disabilities. In this regard, Bhutan Foundation has provided financial support to Phensem Parents Support Group (PSG), a civil society organization of parents of children with disabilities, to provide access to personalized assistive technology tailored to the needs and innovation of persons with disabilities in Bhutan. An agreement to this effect was signed earlier this week.
While current use of technology has come close to overcoming physical barriers such as wheelchair use, Future technology refers to the use of locally developed innovations and devices and the use of locally available materials for children and people across a variety of disabilities in the country.
Parents of children with disabilities are excited about the prospects of utilizing assistive technology in daily life, entertainment, and education.
Assistive technology is also expected to enhance access to inclusive education and learning for children with disabilities – not only in Bhutan but around the world. However, those at the center of transforming education – the Global Multi-Stakeholder Partnership, the Global Partnership for Education, and UNESCO – are also calling for policy support and social behavior change as drivers of inclusion.
As a pedagogical concept that children of all abilities must learn, quality inclusive education has been promised as the fourth Sustainable Development Goal to be achieved by 2030. However, a review of progress confirms that the goal will not be achieved as promised for the majority of children with disabilities. In our country as well as abroad, they are absent from school.
Even when children with disabilities go to school, they are excluded from learning because the curriculum has not adapted to their needs, or teachers are not equipped to support their learning. In this sense, inclusive learning was not intended to segregate them into special schools and separate classrooms, as is practiced today.
It is encouraging that there is already an adapted curriculum for children with disabilities in Bhutan. With the enhanced use of assistive technology, disability may no longer be a reason for our children and persons with disabilities to be ineligible to participate.
