Online resource library

Here you can find links, guides, and external resources to support inclusive education, assistive technology use, and accessible digital practices.​ Links are organized into categories so you can quickly find the materials you need for teaching, learning, or professional development.​

Accessibility and inclusive education

• Accessible Design and Culture: Why it’s Better for Business – Explores accessible design principles, organizational culture, and benefits beyond compliance.
• Design for All (IxDF) – What is Design For All, and Design For All vs. Universal Design vs. Inclusive Design?
• Digital Rehabilitation Handbook (JAMK RADIC) – Practical resource on digital rehabilitation.
• Educational Digital Rehabilitation Handbook (JAMK RADIC) – Teaching-focused version of rehabilitation practices.
• Faculty Competence in Digital Accessibility – Systematic review of educator skills development.
• Faculty Training in UDL – Research paper on the impact of universal design in higher education.
• Flexible Learning Design for Accessibility – Research on inclusive higher education.
• Introduction to Accessible Education (Council of Ontario Universities) – Overview of inclusive teaching practices.
• UN – Convention on the Rights of Persons with Disabilities (CRPD) – International legal framework for disability rights.
• UNESCO – Inclusion in Education – Key concepts and facts about inclusive systems.
• UNICEF – Inclusive Education – Principles and global practices of inclusive education.
• UNICEF – Inclusive Education in Rwanda – Practical case study of inclusive education.
• WHO – Disability and Health Fact Sheet – Global overview of disability and health issues.

Assistive technology

• Assistive Products Market Report (2024) – Overview of global assistive technology markets.
• Assistive Products Market Report – Annex – Product catalog and supporting data.
• AT2030 Programme – Global initiative for assistive technology access.
• Ethical Concerns in Assistive Technology – Study on ethical use of intelligent technologies.
• Good Practices in Disability Support (EASPD) – Case studies including assistive technology use.
• Repair Strategies for Assistive Technology – Research paper on low-resource environments.
• SETT framework – A model for selection and use of assistive technology tools.
• UN Report on Disability Rights (2021) – Policy insights on inclusion and accessibility.
• UNESCO GEM Report 2023 – Technology in Education – Global analysis of tech use in education.
• UNESCO GEM Report 2026 – Access & Equity – Progress tracking toward inclusion goals.
• WHO & UNICEF – Global Report on Assistive Technology – Comprehensive global analysis of access and needs.
• WHO – Assistive Technology – A fact sheet and description.
• WHO – Guide for assistive technology market assessment and shaping – Outlines key concepts such as market conditions, externalities, and stakeholders, and it aligns market considerations with the WHO-GATE 5P framework (people, policy, products, personnel, provision).
• WHO – Priority Assistive Products List – Essential assistive products worldwide.
• WIPO – Assistive Technology Trends – Innovation and patent trends in assistive tech.

Resources and frameworks for teaching

Accessible e-learning and other educational materials

• Accessibility for designer: where do I start? – Articles, resources, checklists, tools, plugins and books to design accessible products.
• Accessibility for Designers (Harvard University) – Explore best practices, resources, and methods for creating accessible designs.
• Accessible Education Guide (PDF) – Detailed course design recommendations.
• Accessible Meeting and Event Checklist – Helps ensure inclusive participation for people with visible and non-visible disabilities
• Access to culture in the EU -Examines EU-level initiatives and challenges in improving access to culture.
• Creating Accessible Classrooms (Indiana University Bloomington) – Strategies for inclusive classrooms.
• Creating Accessible Materials – Guidance for documents, slides, and digital content.
• E-learning Accessibility – Overview of standards, technologies, and requirements for accessible e-learning platforms and content.
• eLearning Accessibility: Best Practices, Tips, and Tricks – Explains key accessibility principles and how to apply them in digital learning environments.
• How to achieve e-learning accessibility – Accessibility in e-learning involves using technology and standards to ensure content is usable for all learners. Covers importance, implementation, principles, and best practices.
• EU – Digital Inclusion Policy – European initiatives for digital accessibility.
• Inclusive Teaching (Indiana University Bloomington) – Good collection of resources on inclusive teaching and learning support.
• Practice guide for accessible events – Detailed guidance for organizing accessible events and producing inclusive materials in higher education.
• A Planning Guide for Making Temporary Events Accessible to People With Disabilities – Practicalities to ensure accessibility for all participants, speakers, and organizers.
• W3C –Making the Web Accessible – Strategies, standards, and supporting resources to help you make the Web more accessible to people with disabilities.
• W3C – Web Content Accessibility Guidelines (WCAG) – Core global Web accessibility standard.
• 12 Examples of Assistive Technology in the Classroom – Built In article about how assistive technologies help people.

Frameworks, tools and data collection

• Curriculum Design for Accessibility (ERIC) – Foundational design principles for inclusive curricula.
• CAST – Universal Design for Learning (UDL) – Framework for inclusive teaching design.
• KoboToolbox – Offline data collection for education projects.
• Open Data Kit (ODK) – Open-source mobile data collection platform.
• UNESCO – Education Management – Monitoring and evaluation resources.
• UNESCO – Measuring Impact – Framework for assessing educational outcomes.
• UNESCO – Monitoring & Evaluation Toolkit – Tools for evaluating programs and impact.
• UNESCO – IIEP Competency Framework – Skills for education planning and management.
• UNICEF – Assistive Technology Guide for Teachers – Practical guidance for schools and educators.
• SETT framework – A model for selection and use of assistive technology tools.
• The Erasmus+ project SKATE (Skills & Knowledge on Assistive Technology in Early childhood inclusive education) results webpage.
  • SKATE ICT/AT Competency Framework
  • SKATE Guidelines: Inclusive classrooms for ECEC teachers

Related research articles

• Abiatal, L. K. S., & Howard, G. R. (2019). Constructivist Assistive Technology in a Mathematics Classroom for the Deaf: Going Digital at a Rural Namibian Primary School. Proceedings of the South African Institute of Computer Scientists and Information Technologists 2019, 1–9. https://doi.org/10.1145/3351108.3351136
• Balakrishnan, M. (2022). Computing and assistive technology solutions for the visually impaired. Communications of the ACM, 65(11), 44–47. https://doi.org/10.1145/3551634
• Bleau, M., Jaiswal, A., Holzhey, P., & Wittich, W. (2022). Applications of Additive Manufacturing, or 3D Printing, in the Rehabilitation of Individuals With Deafblindness: A Scoping Study. SAGE Open, 12(3), 215824402211178. https://doi.org/10.1177/21582440221117805
• Coleman, M. B., Cramer, E. S., Park, Y., & Bell, S. M. (2015). Art Educators’ Use of Adaptations, Assistive Technology, and Special Education Supports for Students with Physical, Visual, Severe and Multiple Disabilities. Journal of Developmental and Physical Disabilities, 27(5), 637–660. https://doi.org/10.1007/s10882-015-9440-6
• Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: A systematic review. Educational Technology Research and Development, 70(5), 1911–1930. https://doi.org/10.1007/s11423-022-10127-7
• Florian, L. (2015). Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities? Scottish Educational Review, 47(1), 5–14. https://doi.org/10.1163/27730840-04701003
• Florian, L., & Black‐Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
• Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119–135. https://doi.org/10.1080/08856257.2013.778111
• Horton, E. L., Renganathan, R., Toth, B. N., Cohen, A. J., Bajcsy, A. V., Bateman, A., Jennings, M. C., Khattar, A., Kuo, R. S., Lee, F. A., Lim, M. K., Migasiuk, L. W., Zhang, A., Zhao, O. K., & Oliveira, M. A. (2017). A review of principles in design and usability testing of tactile technology for individuals with visual impairments. Assistive Technology, 29(1), 28–36. https://doi.org/10.1080/10400435.2016.1176083
• Kibret, A. K., Yilma, T. M., Davies, T. C., Alemayehu Genetu, Z., Mekonone, S. T., Alene, B. M., Addis, B. M., Nigussie, K., Ayele, R. G., & Mekonnen Araya, B. (2024). Assistive technology and daily living challenges among students with disabilities at University of Gondar, Ethiopia: A qualitative study. Disability and Rehabilitation: Assistive Technology, 20(1), 201–210. https://doi.org/10.1080/17483107.2024.2362248
• Kisanga, S. E., & Kisanga, D. H. (2022). The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania. Disability and Rehabilitation: Assistive Technology, 17(7), 791–800. https://doi.org/10.1080/17483107.2020.1817989
• Matter, R. A., & Eide, A. H. (2018). Access to assistive technology in two Southern African countries. BMC Health Services Research, 18(1), 792. https://doi.org/10.1186/s12913-018-3605-9
• Mugiraneza, F., Mnyanyi, C. B. F., & Andala, H. O. (2022). Accessibility of Inclusive Classrooms and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda. Journal of Education, 5(1), 43–60. https://doi.org/10.53819/81018102t4040
• Murphy, K., & Darrah, M. (2015). Haptics-Based Apps for Middle School Students with Visual Impairments. IEEE Transactions on Haptics, 8(3), 318–326. https://doi.org/10.1109/TOH.2015.2401832
• Ndombo, D. M., Ojo, S., Osunmakinde, I. O., & Phasha, N. (2013). Evidence of dyslexia in special schools in south africa and a proposal of assistive technology.https://ieeexplore.ieee.org/document/6701744
• Ngonyani, J. C., & Mnyanyi, C. B. (2021). The Accessibility of Assistive Technology for Students with Disabilities in Higher Learning Institutions: A case of the University of Dar-es-Salaam in Tanzania. International Journal of Research and Innovation in Applied Science, VI(IX), 103–110. https://rsisinternational.org/journals/ijrias/DigitalLibrary/volume-6-issue-9/103-110.pdf
• Ngonyani, J. C., & Mnyanyi, C. B. (2021). Assessing the relevance of assistive technologies for persons with disabilities in higher learning institutions: A case of the University of Dar es Salaam in Tanzania. European Journal of Special Education Research, 7(2). https://doi.org/10.46827/ejse.v7i2.3712
• Nsanzabiga, E. (2014). Six years of inclusive education at the University of Rwanda-College of Education: Evaluation and perspectives. Rwandan Journal of Education, 2(1), 30–45. https://www.ajol.info/index.php/rje/article/view/111271
• Papadopoulos, I., Lazzarino, R., Miah, S., Weaver, T., Thomas, B., & Koulouglioti, C. (2020). A systematic review of the literature regarding socially assistive robots in pre-tertiary education. Computers & Education, 155, 103924. https://doi.org/10.1016/j.compedu.2020.103924
• Papadopoulos, K., Koustriava, E., & Chronopoulou, E. (2024). Accessible Educational Material for Higher Education Students with Disabilities. Proceedings of the 11th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-Exclusion, 68–73. https://doi.org/10.1145/3696593.3696641
• Quek, F., El-glaly, Y., & Oliveira, F. (2016). Assistive Technology in Education. In W. S. Bainbridge & M. C. Roco (Eds.), Handbook of Science and Technology Convergence (pp. 973–983). Springer International Publishing. https://doi.org/10.1007/978-3-319-07052-0_25
• Rojas-Sánchez, M. A., Palos-Sánchez, P. R., & Folgado-Fernández, J. A. (2022). Systematic literature review and bibliometric analysis on virtual reality and education. Education and Information Technologies, 28(1), 155–192. https://doi.org/10.1007/s10639-022-11167-5
• Sankhi, P., & Sandnes, F. E. (2020). A glimpse into smartphone screen reader use among blind teenagers in rural Nepal. Disability and Rehabilitation: Assistive Technology, 17(8), 875–881. https://doi.org/10.1080/17483107.2020.1818298
• Senjam, S. S., Foster, A., & Bascaran, C. (2022). Assistive technology for visual impairment and trainers at schools for the blind in Delhi. Assistive Technology, 34(4), 418–422. https://doi.org/10.1080/10400435.2020.1839144
• Spicher, L., & Gershenson, J. (2020). Key Factors of Design: 3D Printed Occupational Therapy Products in Developing Communities. 2020 IEEE Global Humanitarian Technology Conference (GHTC), 1–7. https://doi.org/10.1109/GHTC46280.2020.9342963
• Tanure Alves, M. L., Grenier, M., Haegele, J. A., & Duarte, E. (2020). ‘I didn’t do anything, I just watched’: Perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129–1142. https://doi.org/10.1080/13603116.2018.1511760
• Yenduri, G., Kaluri, R., Rajput, D. S., Lakshmanna, K., Gadekallu, T. R., Mahmud, M., & Brown, D. J. (2023). From Assistive Technologies to Metaverse—Technologies in Inclusive Higher Education for Students With Specific Learning Difficulties: A Review. IEEE Access, 11, 64907–64927. https://doi.org/10.1109/ACCESS.2023.3289496
• Zanin, J., & Rance, G. (2016). Functional hearing in the classroom: Assistive listening devices for students with hearing impairment in a mainstream school setting. International Journal of Audiology, 55(12), 723–729. https://doi.org/10.1080/14992027.2016.1225991
• Zhang, X., Chen, Y., Hu, L., & Wang, Y. (2022). The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics. Frontiers in Psychology, 13, 1016300. https://doi.org/10.3389/fpsyg.2022.1016300