The document summarizes key points from a speech given by Dr. Irmgarda Kasinskaite-Buddeberg of UNESCO about empowering persons with disabilities through access to information and knowledge. It discusses how the number of persons with disabilities is increasing globally to over 1 billion people. UNESCO promotes the use of education, science, culture, and information and communication technologies to achieve its goals of equality and inclusion. The document outlines challenges persons with disabilities face in accessing information, as well as recommendations from reports on ensuring policies and technologies promote accessibility and participation.

1. Empowerment of
Persons with Disabilities
to Access Information and Knowledge
4th Annual International Exhibition and Forum for Education 2014 (IEFE 2014),
Riyadh International Convention & Exhibition Center, Riyadh, Saudi Arabia
4 February 2014
Dr Irmgarda Kasinskaite-Buddeberg
Knowledge Societies Division, Communication and Information Sector
UNESCO’s Headquarters in Paris, France

2. UNESCO considers education, science, social science, culture and
communication and information
as the means to achieve the ambitious objective of its founding charter:
“Since wars begin in the minds of men,
it is in the minds of men that the defences of peace must be constructed.”
UNESCO Constitution, 1946

3. Globally,
the number of persons with disabilities
is not decreasing,
but in opposite is increasing.
There are over one billion people with disabilities in the world,
of whom between 110-190 million experience
very significant difficulties.
This corresponds to about 15% of the world’s population and
is higher than previous World Health Organization (WHO) estimates,
which date from the 1970s and suggested a figure of around 10%.
http://www.who.int/disabilities/world_report/2011/factsheet.pdf

4. In order to provide adequate response,
we need to know more about
those affected and vulnerable.
“Too often, development efforts have been hampered by
a lack of the most basic data about the social and economic circumstances
in which people live...
Stronger monitoring and evaluation at all levels,
and in all processes of development (from planning to implementation)
will help guide decision making, update priorities and ensure accountability.’’
Post-2015 Development Agenda. Bali Communiqué of the High Level Panel, March 2013.

5. Who are the most affected and vulnerable?
Elderly people
Women and young girls
People affected
by natural disasters
People affected
by conflict and war
Children
Poor people

6. Common challenges – different solutions
Poverty,
exclusion
Illiteracy
Negative
attitudes
Elderly people
Lack of life-long
learning opportunities
High cost
Digital
divide
Limited
services
Unemployment
Others
People affected
by natural disasters
Women and young girls
Children
People affected
by conflict and war
Poor people

7. Exclusion of Persons with Disabilities
has serious economic-socio-cultural implications
for societies
Major findings show that economic losses related
to the exclusion of persons with disabilities from
the labour force are large and measurable, ranging from
between 3 and 7 % of Gross Domestic Product (GDP).
ILO study “The price of exclusion: The economic consequences of excluding people with disabilities
from the world of work” (2010). http://www.ilo.org/skills/pubs/WCMS_149529/lang--en/index.htm

8. United Nations Convention on
the Rights of Persons with Disabilities (2006)
141 countries have already ratified the UN Convention
79 countries have already ratified optional protocol
Articles linked to UNESCO’s mandate:
5. Equality and non-discrimination
6. Women with disabilities
8. Awareness-raising
9. Accessibility
21. Freedom of expression and opinion and access to information
24. Education
27. Work and employment
29. Participation in political and public life
30. Participation in cultural life, recreation, leisure and sport
31. Statistics and data collection
32. International cooperation

9. Technological revolution

10. New (literacy) framework/paradigm
Greater connectedness,
Professionalism,
Participation and inclusion
Management
Wisdom
Knowledge
Information
Data
Change/Act
Produce/Share
Analyze/Evaluate
Technology
Understanding principles,
practices and situations
Understanding patterns
and structures
Access
Understanding relations
and dependencies
Critical thinking

11. UNESCO’s approach
Knowledge Societies
Education
For
All
Cultural and
Linguistic
Diversity
Information
Access
Pluralism
Preservation
Access to
Information
and
Knowledge
Knowledge
Creation
Freedom
of
Expression
Wisdom
Dissemination
Inclusion Diversity Openness
Human Need sand Rights
Participation
Human Needs
Human Rights

12. Four major topical areas for action for UNESCO
to provide access to information and knowledge for persons with disabilities
Professional and institutional
training
Context
Tools
and
resources
Mobilization
of resources
and
international
cooperation
+
Inclusive
ICTs in
education
and other
spheres
Information
and
knowledge
access
ecosystem
Accessible
workplace,
tools, content
and services
Lifelong learning - all citizens
Strategies,
Standards,
Approaches

13. One of the scenarios for empowerment
Enabling
environment
Health care
Harmonization of
Public Policies
Procurement /
Universal design for All
ICTs and AT
Education
Integrated Approach
Human Rights Based Approach
Social – Charity based Approach
Medical Approach
Employment

14. Few concrete examples…

15. Promotion of rights of Persons with Disabilities
at global level
Inclusion of the rights of Persons with Disabilities
in the Post-2015 development agenda
High Level Meeting on Disability and Development (HLMDD)
23 September 2013
UN Inter-agency support group
for the implementation of the UN Convention on the Rights of
Persons with Disabilities

16. High Level Meeting on Disability
and Development (HLMDD)
This action-oriented document includes
strong provision on ICTs, urging states to. . .
23 September 2013
A meeting of UN Member States,
observers and representatives of entities
of the United Nations system, as well as
representatives
of
civil
society,
organizations of persons with disabilities
and the private sector.
Resulting
in
an
action-oriented
Outcome Document in support of
development goals for persons with
disabilities, agreed upon by the global
community and outlining actions to be
taken.
(e) Ensure accessibility, following the universal
design approach, by removing barriers to the
physical environment, … services, information
and assistive devices, such as ICTs, …
to achieve the fullest potential throughout
the whole life cycle of persons with disabilities;
(o) Encourage the mobilization of public and
private resources on a sustainable basis to
mainstream disability in the development at all
levels, … including by facilitating access to
and sharing accessible and assistive
technologies …;

17. Major documents, studies and reports
published recently
UNESCO World Report
‘Opening New Avenues for
Empowerment: ICTs to Access Information
and Knowledge for Persons with
Disabilities’
(February 2013)
Joint report
‘The ICT Opportunity for a
Disability-Inclusive Development
Framework’
(September 2013)
Model Policy on Inclusive ICTs
in Education for Persons with Disabilities
(February 2014)

18. Asia-Pacific Regional Report (10)
Eastern Europe and Central Asia
Regional Report (11)
North Africa and Arab States Regional
Report (8)
Latin American and Caribbean Regional
Report (20)
African Regional Report (11)
http://unesdoc.unesco.org/images/0021/002197/219767e.pdf
Policy recommendations for UNESCO‘s Member States on
accessible, adoptive and affordable ICTs in education for
Persons with Disabilities:
•
•
•
•
•
•
•
•
•
National/regional education and information policies
Linkages with other policies
Existing Open Educational Resources
Gender issues
Open document format
Web accessibility standards
Impact and sustainability issues
Budgetary implications and funding sources
Succesful cases studies at grassroot level

19. Focus of the report
There was a particular focus
on policy level
The ways in which the policy
is enabling practice
But there also is a
complementary focus on the
ways in which ICTs are
enabling tools
for innovatory practice by
various stakeholders
at the local, national,
regional and global levels

20. Major findings…
1.
Recognition of disability related characteristics goes first and only then planning of concrete
interventions.
2. ICTs transform teaching and learning environment of Persons with Disabilities. Promotion and
mainstream of inclusive education at all levels, all teacher training programmes should include
disability and assistive technologies as an integral components of their curriculum.
3. There is a need for policies that allow holistic and coherent interventions which are gender sensitive
and culturally appropriate. Accessibility is included in many national documents. But, it is a low priority
for many stakeholders.
4. Economic and budgetary pressures serve as a pretext of inaction (financial crisis):
accessibility, affordability and adaptability.
5. Lack of accurate statistical data is needed for formulating appropriate policies and strategies.
6. Learning and teaching process using ICTs takes place in any stage of life and in all contexts.
7. There is a need for diverse technological solutions for persons with disabilities, including Free and
Open solutions.
8. Awareness raising and capacity building of media, information and culture-related professionals to
provide access to information and heritage which is accurate, affordable and accessible.
9. Accessible digital archiving and preservation of cultural heritage. Amendment of copyright laws
including an exception permitting conversion and sharing of books in accessible formats without
cumbersome procedural requirements or delay. Promotion of content sharing (open and accessible),
such as virtual library networks for sharing accessible content.
10. Involvement of multi-stakeholder participation to oversee monitoring and implementation.
Available in English on UNESCO’s website: http://unesdoc.unesco.org/images/0021/002197/219767e.pdf

21. + 18 major recommendations for action
Community
Lifelong learning
Inclusive and affordable ICT and policies
Workplace
Capacity building
Accessible content
Accessible infrastructure
Individual
Society

22. International cooperation : WSIS, IGF

23. A unique opportunity for
strategic debate and action
oriented partnerships
among various stakeholders
An opportunity to
collaboratively
seek, identify, analyze, share,
and create effective and durable
solutions
An open virtual space
established for the promotion of
the UN Convention on the Rights
of Persons with Disabilities
http://www.wsis-community.org/
Other Knowledge communities:
(i) 2013 WSIS+10 Review;
(ii) Open Educational Resources (OER);
(iii) Open Access (OA), and
(iv) Gender Equality in Free and Open Source Software (FOSS).
23

24. Accessible ICTs and personalized learning for
students with disabilities
•
The report summarizes the multi-stakeholder discussion
organized by UNESCO in cooperation with Microsoft
in Paris from 17 to 18 November 2011.
•
It is now available in English, French, Spanish, Russian,
Arabic, Chinese and Portuguese languages.
•
The discussion focused on challenges of and practical
solutions for promoting personalization through
technology in the classrooms for students.
•
Successful case studies and recommendations show
on how educators and students could use existing
technological solutions in classrooms, and how
UNESCO’s ICT Competences Framework for Teachers
could be applied for teachers’ capacity building on issues
related to the accessibility.
•
The key recommendations on practical solutions for the
use of accessible ICTs contained in the report target
teachers, policy makers and administrators.
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/accessible_ict_personalized_learning_2012%20.pdf
24

25. Accessible digital office document project
http://adod.idrc.ocad.ca/

27. The Model Policy is an adaptable model designed
to assist Member States to promote the effective use of
inclusive ICTs in education for learners with disabilities.
Guiding principles:
• Social inclusion oriented approach
• Reasonable accommodation of special needs
• Active and effective involvement of learners with disabilities
Critical Aspects:
• Multi-stakeholder engagement and participation;
• Cross sectorial and inter-governmental agency co-operation
and co-ordination;
• Multi-level policy objectives;
• Progressive policy implementation based upon prioritisation
of strategic actions;
• Continuous monitoring and evaluation of policy
implementation and achievement of targets and milestones.

28. THE ICT OPPORTUNITY
FOR A DISABILITY- INCLUSIVE
DEVELOPMENT FRAMEWORK

29. A GLOBAL CONSULTATION THAT COLLECTED OVER
ON ICTs, DISABILITY AND
EXPERT INPUTS
DEVELOPMENT
150
30% Civil Society Organizations
21% Organizations of Persons with Disabilities
17% Governments
16% Private Sector
9% Academic Institutions
7% International Organizations
from 55 countries

30. THE CURRENT ICT
OPPORTUNITY
The consultation outlines the most impactful
ICTs for social and economic activities
currently
…in education
Primary education
WEB SITES
TV set & services
Other & Emerging technologies
Secondary education
WEB SITES
Mobile device & services
Te r t i a r y, p r o f e s s i o n a l , l i f e l o n g e d u c a t i o n
WEB SITES
Mobile device & services

31. The consultation also recommended the following actions to expand
the ICT opportunity to all persons with disabilities:
CSOs
THE WAY FORWARD
Raising Policy Makers, Awareness and Standards
Advocacy to Policy Makers
GOVERNMENT
Enabling Environments
Procurement policies and Legislation
PRIVATE SECTOR
UN SYSTEM
Operational Activities,
Monitoring and Evaluation, Policy Analysis,
Mobilization Campaigns
DPOs
ORGANIZATIONS
Price, Training, R&D,
Employment
Training, Raising awareness
DPOs in Policymaking
International Standardization Bodies
R&D Promotion
Raising Policy Makers Awareness

32. International conference
“From Exclusion to Empowerment: Role of ICTs for Persons with Disabilities”
24-27 November 2014, New Delhi, India
Structure of the event:
•
•
•
•
•
International conference
Film festival on disabilities
Exhibition for ICT & AT solutions
Media event
Social media campaign

33. Thank you for your attention.
Ms Irmgarda Kasinskaite-Buddeberg
i.kasinskaite@unesco.org
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/access-for-people-with-disabilities/