Procurement and acceptance

Procuring assistive technology (AT) is not the same as purchasing routine school supplies. Assistive technologies are not simply products — they are solutions designed to support specific learners, in specific learning environments, for specific educational tasks.

Successful procurement requires planning, collaboration, and long-term thinking. Without careful assessment and stakeholder involvement, schools may purchase devices that are unsuitable, difficult to maintain, or rarely used.

Research and practical experience show that many AT projects fail not because the technologies are ineffective, but because schools skip the planning process and move directly to purchasing devices.

Good procurement focuses on:

• Learner needs
• Educational participation
• Sustainability
• Accessibility
• Long-term usability
• Local context

Frameworks

Assessing a learner’s AT needs is one part of a wider service process, and there are different approaches and frameworks, such as SETT or HAAT, to support the selection, provision, and implementation of AT. These approaches should be adapted to fit the specific context, the professionals involved, and the sector in which they are applied. The SETT framework originates in the field of education and is therefore considered more closely aligned with the requirements for examining AT in educational settings.

SETT – Starting with the learner

SETT stands for Student, Environment, Tasks, and Tools. The idea is that, before you ever look at a catalog, answer questions ”who” (student’s characteristics), the ”where” (learning environment characteristics), and the ”what” (tasks that a student needs to be able to do). 

This understanding helps select kinds of supports (tools) that could be helpful. So, the framework encourages schools and educators to first understand the learner and learning context before selecting technologies, and helps avoid purchasing expensive technologies that later remain unused.

Student

Who is the learner? What can they already do? What do they struggle with?

Consider:

• Strengths and abilities
• Challenges and support needs
• Communication preferences
• Learning goals
• Environment

Environment

Where will the tool be used? Classroom, home, playground?

Consider:

• Classroom conditions
• Electricity and internet availability
• Dust, heat, and weather
• Home and community environments

Tasks

What exactly does the learner need to do?

Examples:

• Read textbooks
• Participate in classroom discussions
• Complete examinations
• Access digital content

Tools

Only after understanding the learner, the environment, and the tasks should schools evaluate potential technologies.

HAAT – Understanding the whole AT context

HAAT stands for the Human, Activity and Assistive Technology interacting within a context. The idea is that assistive technology works best when all four components are considered together.

• Human: The person’s abilities, needs, preferences, and experience with technology (physical, cognitive, sensory, attitudinal
  characteristics).
• Activity: What the person wants or needs to do, and why it matters (type and personal meaning, why and how, time and frequency).
• Assistive Technology: The technology and its interfaces, and how the person interacts with it (human-technology interaction, interface, processing, activity outcome).
• Context: Environment including physical, social, and institutional factors.

The framework highlights that effective AT use depends on the interaction between the person, the activity, the technology, and the context, not just the technology itself.

Identifying needs before procurement

A good needs assessment focuses on real barriers rather than assumptions.

Schools should:

• Talk directly with learners
• Consult parents and families
• Observe classroom activities
• Discuss teaching needs with educators
• Identify practical barriers affecting participation

Questions may include:

• What tasks are difficult for the learner?
• What currently works well?
• What changes would improve participation?
• What support is needed at school and at home?

Schools should prioritize the most important barriers and ensure that each procurement decision addresses a clearly identified need.

Community pooling and shared resources

Some assistive technologies are expensive and difficult for individual schools to purchase on their own. Community pooling allows multiple schools or organizations to share specialized technologies.

Examples of technologies suitable for pooling include:

• Braille embossers
• 3D printers
• Eye-tracking systems
• Hearing assessment kits

Shared procurement can improve access while reducing costs, but successful pooling requires:

• Clear booking systems
• Maintenance agreements
• Shared budgets
• Defined ownership responsibilities

Note that daily-use technologies such as tablets, hearing aids, or personal communication devices are generally less suitable for sharing.

Partnerships and collaboration

Strong partnerships can improve access to assistive technologies, training, and expertise.

Universities may:

• Conduct research
• Pilot technologies
• Provide training and evaluation support

NGOs and disability organizations may:

• Support procurement
• Provide training
• Assist with community outreach
• Offer technical expertise

Private companies may:

• Offer discounted equipment
• Provide technical support
• Support pilot projects

Successful partnerships should clearly define responsibilities, expectations, and benefits for all parties involved.

Stakeholder involvement

Stakeholders are individuals or groups affected by the use of assistive technologies. Early involvement helps improve acceptance, sustainability, and long-term success.

Important stakeholders include:

• Learners with disabilities
• Families and caregivers
• Teachers and support staff
• School leadership
• Procurement officers
• Disability organizations
• Technical support providers

Listening to stakeholders helps ensure that technologies match real educational needs.

Sustainability and durability

Sustainability should be considered from the beginning of the procurement process. A low-cost device that fails quickly may ultimately prove more expensive than a durable, repairable solution.

Important considerations include:

• Build quality
• Battery life
• Availability of spare parts
• Repairability
• Local technical support
• Warranty conditions
• Environmental suitability

Technologies used in low-resource settings should be able to withstand:

• Dust
• Heat
• Humidity
• Unstable electricity
• Frequent transportation

Quality standards

Quality standards ensure that AT products are safe, reliable, and provide good value. Without national or international benchmarks, products and services can vary widely in quality and cost. Using established standards helps stakeholders evaluate performance, control expenses, and ensure that assistive solutions meet required expectations.

• International frameworks (e.g., ISO, EU regulations) provide guidance
• Lack of national standards can lead to inconsistent quality and pricing
• Standards help compare actual costs with expected benchmarks
• Support better budgeting, forecasting, and resource allocation
• Enable evaluation of efficiency, performance, and implementation
• Ensure products meet safety and quality requirements
• Promote reliability, accountability, and sustainable practices in AT provision

Technical specifications and standards

Technical specifications help compare products fairly and ensure accountability in procurement. Specifications should focus on functional requirements rather than specific brands.

For example:

• “Must support screen reading in English and local languages.”
• “Must support keyboard navigation.”
• “Must comply with WCAG 2.1 AA.”

Accessibility standards are especially important for software, digital learning platforms, and online content. Schools should also review national procurement policies and the Ministry of Education’s requirements before publishing tenders.

Maintenance planning and device lifecycles

Every assistive technology device has a lifecycle and requires ongoing maintenance. Schools should develop maintenance plans from the beginning.

Daily examples:

• Charging
• Cleaning
• Safe storage

Monthly examples:

• Software updates
• Battery checks
• Data backups