A Review of Good Practice in ICT and Special Educational Needs for Africa

This report is the result of a study focusing on the use of information and communication technology (ICT) to support special educational needs in Africa with particular reference to special schools, teacher education and inclusive educational programmes. The aim of this study was to investigate how good practice and experiences from the global use of assistive technology (AT) can be shared with African governments and people working in the sector. The main disability groups considered are the hearing impaired, vision impaired and children with general learning disabilities.

This report is divided into six sections. Section one explores the definition, context, and research available on ICT and special educational needs with particular reference to Africa. Section two provides an overview of the policies guiding ICT and special educational needs in Africa. Section three highlights the key lessons learned and experiences from non-African contexts in the use of ICT and special educational needs. Section four discusses the experience of ICT and special educational needs in Africa. Section five presents the challenges and the expectations of ICT within the special needs sector as well as examples of ICT resources, which are currently available on the continent. It also provides key recommendations and guidelines for African governments considering the integration of ICT within the special needs sector.

The report explains that AT is a broad term often used to describe both the products and services for people with special needs that enhance the vocation, recreation, education, and independence of the learner. Students with varying disabilities, particularly in Western countries, are using ICT to access the school curriculum and become mainstreamed into regular classrooms. Those with severe communication and physical conditions are using AT to participate in classroom learning activities. According to the report, ICT can be a powerful resource to support and enhance curriculum experiences particularly for students with learning difficulties. This in turn encourages motivation and the development of skills.

The range of Assistive Technology can divided into the following areas:

• Face-to-Face Communication Aids refers to communication displays and voice output aids.
• Written Communication includes the full range of hardware and software required for written/graphic output and educational access
• Education Aids includes a variety of hardware and software to access education.
• Mobility Aids refer to any aid that will augment or replace ambulation
• Environmental Controls are functional manipulation tasks that can be aided by assistive technology

The report explains that despite the rising potential that ICT has for children in Africa with moderate to severe learning disabilities, they remain out of reach of the African child, particularly the higher, more sophisticated forms of assistive technology. The context in which teaching and learning takes place restricts access and entry into the world of ICT thus further. A number of factors can help to bridge the digital divide, including the following:

• Universal access – i.e. develop connectivity for institutions accessible to the public such as schools, libraries, post offices;
• Broadband – essential to strengthen regional and international broadband network infrastructure in order to provide the capacity to match the needs of countries and their citizens;
• Low cost equipment – the creation and provision of low cost access equipment;
• Low cost connectivity – universal access policies to promote the best possible level of connectivity at a reasonable cost for under-served areas;
• Interconnection - the connections among major information networks need to be promoted through the creation of regional traffic hubs to reduce interconnection costs and allow for the penetration of access networks to be broadened,
• Regional infrastructure - regional ICT backbones and exchange points need to be implemented to facilitate traffic exchange between countries;
• Open-Source Software/Free Software (OSS/FS) - OSS/FS are programmes whose licenses give users the freedom to run the programme for any purpose, to study and modify the programme, and to redistribute copies of either the original or modified programme (without having to pay royalties to previous developers).

Key recommendations

The report states that the electronic and communication infrastructure in Africa is not yet in place for medium- to high-tech-based solutions. However low-tech solutions could be quickly introduced and sustained within special schools and inclusive learning environments within Africa. This can take place only if the private and civil society sectors take a lead role due to the ever-growing pressures on public financing within Africa. High-tech solutions are feasible, relevant and are necessary for the blind as well as within the tertiary education sector where students with disabilities have been restricted from attaining their full potential as citizens. Libraries with ICT at tertiary and teacher training college level are most appropriately resourced with talking books and large print materials, CD ROMs, cassette tapes and access to the internet.

The report proposes that the first steps involve exposure and awareness creation among educationalists and service providers within industry to kick-start a creative revolution for Special Educational Needs and mainstream schools within Africa. Opportunities for assistive technology integration appear most promising in assessment centres, teacher training institutions, and special schools. Distance education and in-service training programmes afford an important vehicle for the introduction of assistive learning technology. A first step within the African context appears to be ensuring that children with special educational needs are provided with an individualised education programme (IEP). There is a long-standing and growing need for more private business participation in the education sector. Many of the solutions, which are high tech, can also appeal to business-based solutions and enhance business capabilities. Linking private sector companies between Africa, Europe and North America holds promise for future development.

The report concludes that there is a need to bridge the difference between those who have access to assistive technology and those children who struggle without. Bridging this gap cannot be met without careful analysis of what can be achieved in a reliable and sustainable way to assist as many individuals with disabilities as possible. Therefore the “fit” or “match” must be carefully judged, taking into consideration the full range of potential technology solutions easily integrated into the learning and living processes of an individual with disabilities.