Assistive technology should only be used when universally-designed technology is insufficient to meet all users’ needs.

A user-centred approach to technology design that embraces universal design can avoid drawbacks like poor usability, high costs or a lack of information technology support. 

Technologies like artificial intelligence (AI), virtual and augmented reality may considerably influence inclusive digital education in the future. Therefore, research into their use, effectiveness, accessibility, benefits and risks is important. AI technology’s personalisation and adaptation opportunities may be key to achieve a universal design and use for educational tools.

Inclusive education is often interpreted as being specifically aimed at learners with disability and/or special needs, instead of catering for all learners, with all of their diverse and individual needs, by identifying and removing barriers to learning.

Inclusive education is often interpreted as being specifically aimed at learners with disability and/or special needs, instead of catering for all learners, with all of their diverse and individual needs, by identifying and removing barriers to learning.

Inclusive education policy and practice activities that use labelling and terminology linked to special needs underpinned by a medical approach, with separate provision for different groups, are not in line with the rights-based approach to inclusive education systems, which focuses on the barriers within the system. These barriers may include the potential legal barriers that fail to address discrimination and ensure all learners’ full participation, as outlined in international conventions.

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