Over the past 15 years, Serbia has made inclusive education mandatory, ensuring all students—regardless of disability—have equal access to education. Alongside mainstream schools, some special schools have long operated as resource centers (RCs) to support inclusive education through assistive technology (AT). Recently, the “We Learn Together” project, launched by the Ministry of Education of the Republic of Serbia and UNICEF Serbia with EU support, formed a consortium of experts to strengthen and empower the 13 recognized RCs in providing AT services. This contribution presents the overall structure of the initiative to strengthen these 13 RCs, detailing the methodologies employed and the key outcomes achieved. Over two years (2022–2024), the initiative conducted a situation analysis, developed training programs for 490 staff members, established standardized AT service protocols, and launched a web site featuring AT resources and training materials. These actions improved Resource Center staff capacity, streamlined AT service delivery, and increased awareness of AT’s role in education. A feasibility study provided actionable recommendations for establishing a National Center for Assistive Technology. This comprehensive approach addressed critical gaps in AT provision, advancing the inclusion of students with disabilities in mainstream schools while offering a scalable model for similar contexts.

As part of the effort to implement systematic change and promote inclusive educational practices, the Ministry of Education of the Republic of Serbia and UNICEF Serbia, with EU support, aimed to strengthen inclusive education by enhancing the capacity of 13 Resource Centers to deliver assistive technology (AT) services. Comprehensive training programs were co-developed with national and international experts and delivered to 490 staff members across three progressive modules: BASIC, ADVANCED 1, and ADVANCED 2. These programs introduced foundational AT concepts, provided advanced practical skills, and addressed policy alignment for experienced practitioners. Participants reported significant knowledge gains and increased confidence in AT service delivery, with practical applications fostering stronger networks and consistent practices among Resource Centers. The initiative highlights the importance of tailored, collaborative training in achieving systemic improvements in inclusive education, offering a scalable model for similar efforts in other contexts.

Worldwide, there is a significant need for assistive technology (AT) for people with disabilities, with approximately 2.5 billion individuals requiring such devices. However, many face barriers to access AT due to limited affordability and availability and unsuitability for the local context. The AT4ALL program seeks to address these challenges by locally developing high-quality, affordable, and locally producible and repairable assistive devices to support full participation in society for people with disabilities.

Three projects were executed in this initiative. These include a crutch and walking stick in The Gambia, a frame runner for children with disabilities in Tanzania, and a three-wheeled wheelchair prototype, also in Tanzania. The design process included extensive field research, surveys, co-design sessions, and the creation of training materials to ensure sustainable use.

While the devices developed are still in the prototype phase, they represent important progress toward accessible and contextually appropriate assistive technology. Further optimization, implementation strategies, and funding models will be needed to integrate these devices into local communities. The AT4ALL program aims to establish a framework for transferring project outcomes to other low resource settings, expanding the reach and impact of assistive technology globally.

This study explored equity and inclusion of people with disabilities in the Malawian National Medical Rehabilitation Policy and National Strategy on Inclusive Education Document. We employed the EquiFrame analytical framework to analyze Core Concepts of human rights and the inclusion of vulnerable groups. Despite the good coverage of the Core Concepts of human rights for people with disabilities, there were few Core Concepts of human rights that expressed commitment to monitor and evaluate the implementation of policy statements. The overall summary ranking was rated as moderate in both national policy documents. Thus, to ensure inclusive and equitable policy, it is suggested that policymakers should engage various vulnerable groups including people with disabilities, members of their families, and relevant stakeholders at all stages of policy formulation, implementation, monitoring, and evaluation. If equity is considered in policy development, it recognizes the inclusion of different groups of people, and their needs are addressed and incorporated into the national policy.