UNICEF Innocenti
Office of Research-Innocenti
search menu

Accessible Digital Textbooks

Universal Design for Learning in Paraguay
Accessible Digital Textbooks: Universal Design for Learning in Paraguay

Author(s)

Marta Carnelli; Thomas Dreesen; Claudia Pacheco

 

Publication series:
Innocenti Research Report

No. of pages: 26

Download the report

(PDF, 3.30 MB)

Related Project(s):

Abstract

In the Latin America and Caribbean region, more than 19 million children have a disability. Although school attendance and completion rates have increased steadily over the last 20 years in the region, barriers to access quality education are still too high for children and adolescents with disabilities.

In Paraguay, disability is a major factor associated with school participation and learning levels. The Accessible Digital Textbooks for All (ADT) initiative, implements accessible digital tools and content to make learning accessible to all students - with and without disabilities - in the same classroom.

This report presents the research results of the piloting of an accessible digital textbook for children with and without disabilities in Paraguay. The report provides results across three areas. First, it analyses the familiarity with and ability of teachers and students to interact with technology. Second, it investigates the pedagogical practices used for inclusive education and to integrate the accessible digital textbook as a tool in the classroom by teachers to support inclusion. Third, it presents recommendations for improving the content and interface of the accessible digital textbook.

This study is part of longer-term multi-country research examining the implementation of accessible digital textbooks. Future research will explore the impact of the use of the ADT on student learning on a larger scale.

Available in:
English

More in this series: Innocenti Research Report

Disrupting Harm in Cambodia: Evidence on online child sexual exploitation and abuse
Publication

Disrupting Harm in Cambodia: Evidence on online child sexual exploitation and abuse

Disrupting Harm in Indonesia: Evidence on online child sexual exploitation and abuse
Publication

Disrupting Harm in Indonesia: Evidence on online child sexual exploitation and abuse

Disrupting Harm in Malaysia: Evidence on online child sexual exploitation and abuse
Publication

Disrupting Harm in Malaysia: Evidence on online child sexual exploitation and abuse

Data Must Speak: Unpacking Factors Influencing School Performance in Nepal
Publication

Data Must Speak: Unpacking Factors Influencing School Performance in Nepal

Joint efforts by the Government of Nepal, development partners and key stakeholders to achieve SDG 4 by 2030 have improved education access, participation and retention. However, learning outcomes in Nepal remain stagnant. What resources and contextual factors are associated with good school performance in Nepal? By merging and analyzing existing administrative datasets in Nepal, this report helps to identify positive deviant schools – those that outperform other schools despite sharing similar contexts and resources. Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance Research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently being implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.