On 7 April, the European Alliance for Apprenticeships held the live discussion ‘Assistive technologies and accessible digital learning environment for persons with disabilities – experience and good practices from regions’. The event was chaired by Inmaculada Placencia Porrero, Senior Expert at the Disability and Inclusion Unit, European Commission. The discussion moderator was Ann Vanden Bulcke, Policy Assistant at the Vocational Education and Training (VET) Unit, European Commission.

The primary purpose of assistive technology is to maintain or improve an individual's functioning and independence to facilitate participation and to enhance overall well-being. Assistive technology is also seen as a factor in facilitating the life of persons with disabilities in terms of reducing certain barriers, especially in the field of employment.

In the new Strategy for the Rights of Persons with Disabilities 2021−2030, the European Commission calls on Member States to support the cooperation between relevant stakeholders, so that assistive technologies can better help persons with disabilities in the areas of employment and education.

In terms of accessibility legislation,  the European Accessibility Act (to be transposed by the Member States until end of June 2022) will require that accessible mainstream technology be compatible with assistive technologies.

Speakers and topics covered

The live discussion included the following speakers:

• Andrea Bernert-Buerkle, EU Project Manager, Baden-Württemberg, Germany;
• Emma Theiland Nilsson, Development Manager at Samsär, Gothenburg region, Sweden
• Fabrice Goffin, Chief Executive Officer at Zorabots, Belgium;
• Sophia Karagouni, Project Manager at EEA MARGARITA, Greece.

The panellists started by sharing inspiring practices from their regions. They then discussed the barriers faced by learners with disabilities in education and VET, and the potential solutions that assistive technology can offer. A key question was how to ensure that assistive technology is implemented in a safe, ethical and affordable way, while ensuring that human care remains irreplaceable.

Key takeaways from the live discussion

During the live discussion, participants emphasised that while there are many technologies available to address multiple impairments, more needs to be done so that persons with disabilities can fully harness the potential of these technologies. For example, a dialogue needs to take place on how solutions tailored to individuals can be found, and how digital tools, including everyday technology, can contribute to these solutions.

Participants also identified affordability as one of the major barriers to the use of assistive technologies alongside with other issues, such as lack of awareness of the benefits of including and employing persons with disabilities. Speakers argued that these barriers can be overcome by better understanding the needs of these individuals and by gaining more knowledge on how various technologies can help them.

Policy recommendations

During the discussion, the panellists made several suggestions for policymakers:

• To better identify solutions for inclusive work and school environments, policymakers should support the creation of multidisciplinary and cross-sectoral teams (for example between educators, companies and persons with disabilities).
• Companies may need both financial support and practical guidance when employing apprentices with disabilities once they have completed an apprenticeship programme.
• Policymakers and technology providers should support the personalisation of assistive technologies, while making them more reachable, accessible and available for target groups.
• Persons with disabilities should be included in the policymaking process to better understand their needs and find solutions.
• There should be a strong focus on science, technology, engineering and mathematics (STEM) in VET. STEM education should include training on accessibility issues, as professionals developing accessible technologies are needed.

Download the full live discussion report from the ‘Related documents’ section below.