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Ben M. Oldfrey a, Vikranth H. Nagaraja b, Arhym Hoonchamlong a, Laurence P.J. Kenney
Our recent one-day workshop brought together a diverse group of stakeholders to examine the challenges and opportunities in wheelchair repair services. By engaging multiple perspectives, we gained valuable insights into how improved repair processes can enhance service delivery, empower users, and support sustainability efforts.
Key discussions focused on the urgent need to address data gaps in repair practices, promote user involvement, and shift towards systems that prioritise repair and maintenance. Innovative ideas, such as creating digital profiles for wheelchairs and using AI to predict breakdowns, were explored as ways to streamline repair services and improve user autonomy.
Going forward, collaboration between manufacturers, healthcare providers, and users will be essential to building a more sustainable, user-centred approach to wheelchair repairs.
Read the full report to learn more about the ideas and strategies shared during the workshop.
Type
Themes
Ben M. Oldfrey a, Vikranth H. Nagaraja b, Arhym Hoonchamlong a, Laurence P.J. Kenney
Our recent one-day workshop brought together a diverse group of stakeholders to explore the critical role of repair in the assistive technology sector. Through a range of perspectives, we uncovered valuable insights into how repair can drive sustainability, improve service delivery, and empower users.
Key discussions centered on the urgent need for a systemic shift toward more repairable and modular designs alongside regulatory changes and innovative frameworks that support efficient repair services. We also highlighted the importance of better data on repair practices and the need for transparency and user engagement.
As we look ahead, the conversation must include all stakeholders, particularly the users themselves. This collaborative approach will be vital to building a more sustainable and repairable future for assistive technology.
Read the full report to learn more about the insights and strategies shared during the workshop.
Type
Themes
Vicki Austin, Dilisha Patel, Jamie Danemayer, Kate Mattick, Anna Landre, Marketa Smitova, Maryam Bandukda, Aoife Healy, Nachiappan Chockalingam, Diane Bell, Cathy Holloway
This report was prepared by Global Disability Innovation (GDI) Hub for the Disability Unit in the Cabinet Office His Majesty’s Government (HMG). The report presents findings from a Country Capacity Assessment (CCA) of AT access in England. Findings illustrate a complex state of AT in England. While delivery systems tend to provide quality products that have a strong, positive impact on people’s lives, processes are often slow and stressful for users and providers alike. Startlingly, there is also an AT access gap of 31% of disabled people not having the assistive products they need to flourish, thrive, or even participate in daily life.
The Cabinet Office; 2023
Type
Research Group
; 2021
Type
Themes
Maria Kett, Victoria Austin, Giulia Barbareschi, Nusrat Jahan, Paul Lynch, Catherine Holloway, Joel Burman, Felipe Ramos-Barajas, Lea Simpson
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability-inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
GDI Hub partnered with the World Bank to design and conduct the research, and author the ICT Landscape review: The use of ICT in improving the educational participation and outcomes of children with disabilities. This report is a global knowledge product from the Inclusive Education Initiative (IEI)—a multi-donor trust fund on disability-inclusive education managed by the World Bank, with support from the Norwegian Agency for Development Cooperation (Norad) and the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO).
World Bank; 2021