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Breaking Barriers: Empowering Teachers with Disabilities through ICT CFT and OERs
When the Government of Rwanda embarked on Competency Based-Curriculum in 2016, more emphasis was put on the use of Information and Communication Technology (ICT) as the pedagogical tool in teaching and learning. Consequently, the Government rolled out an ICT training to equip in-service teachers to integrate ICT into teaching and learning. However, teachers with visual and hearing impairments faced obstacles in achieving the targeted competencies as their special needs were not sufficiently accounted for in the course design.
The training was progressing smoothly until I encountered a group of teachers with visual impairments. Teaching them was challenging because the course was not adequately designed to accommodate their specific needs. As a result, their learning experience was significantly hindered compared to their peers with full vision.
Teachers with special needs face unique obstacles in adopting digital tools to integrate ICT in their teaching methods. They require Assistive technologies, inclusive training programs, and accessible educational content to overcome these obstacles effectively. By adopting the UNESCO ICT Competency Framework for Teachers (ICT CFT), teachers can acquire the essential skills and competencies needed for effective ICT integration in their teaching. Additionally, the implementation of promotes the sharing and creation of knowledge that is accessible and inclusive.
Against this backdrop, the UNESCO Regional Office for Eastern Africa in close collaboration with the Rwanda Basic Education Board (REB) set out to develop an ICT course for Teachers with Visual Impairment and Hearing Impairment, using ICT-CFT and Open Educational Resources (OERs). The course curriculum was crafted by thirteen experts and teachers through a series of four workshop sessions which took place from took place between 28 September to 22 October.
What sets this course apart is its alignment with the UNESCO ICT Competency Framework for Teachers (ICT-CFT), providing a comprehensive roadmap for countries to adapt and integrate ICT effectively into the classroom. Furthermore, the curriculum leverages Open Educational Resources (OERs), freely available online materials for learning, teaching, and research purposes. This approach aligns with the 2019 UNESCO Recommendation, urging member states to provide accessible materials that facilitate access to information and knowledge.
Grounded in the UNESCO ICT-CFT, this course places a particular emphasis on incorporating a wide array of assistive technologies, productivity tools, and technological resources. Additionally, it prioritizes the application of Universal Design of Learning (UDL) principles. Through this course, teachers will not only develop the required competencies but will also be well-equipped to effectively integrate ICTs into their teaching environments.
The developed course is essential for ensuring teachers and learners have inclusive access to digital education. Failure to equip special education teachers with ICT competencies would only deepen existing inequalities, leaving people with disabilities at a disadvantage.
The course will undergo essential approval processes, including validation, before its official rollout. Furthermore, it will be disseminated through the , a platform dedicated to hosting collections OERs that have been curated by UNESCO and its partner countries.
The workshops have resulted in the creation of an inclusive ICT course curriculum aligned with the UNESCO ICT Competency Framework for Teachers. This course addresses the specific needs of teachers with visual and hearing impairments, promoting accessibility and inclusivity in education. The workshops involved 13 participants, including 3 female teachers, ensuring a gender-inclusive approach to equipping educators with the essential ICT skills for effective teaching.
This initiative represents a joint effort between Rwanda and UNESCO to promote and realize the rights of persons with disability by focusing on digital literacy for in-service teachers with visual and hearing impairment. By aligning this course with the UNESCO ICT Competency Framework for Teachers (ICT-CFT) and leveraging Open Educational Resources (OERs), this initiative not only addresses the unique needs of these teachers but also supports the broader goals of accessibility and inclusivity in education, in line with the 2019 UNESCO Recommendation on OERs, while ensuring careful adaptation of global frameworks to local educational contexts.
I’m very confident that this course will support the integration of ICT-based innovative approaches for educators with visual and hearing impairment to improve their digital skills and to integrate ICT in education
