Keynote presentation title: The role of assistive technology into the future of independent living. Opportunities and risks

In this workshop, participants will be exposed to a series of apps that we created as solutions to challenges we found when working with students with complex disabilities in the educational environment.

https://apps.apple.com/il/developer/beit-issie-shapiro/id1189551653

Use of IssieApps can:

• Support core academic skills: Reading, writing, and math.
• Facilitate communication: Augmentative and alternative communication (AAC) tools.
• Promote social interaction: Collaborative activities and games.
• Promote digital literacy: users learn to manage their tablet and apps in a more independent way

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Looking for a fresh, practical approach to assistive technology that empowers both parents and educators? This session showcases how UrAbility has supported thousands through its structured, CPD-accredited courses and innovative parent membership platform. Learn how aligning training with everyday tools like iPads and Chromebooks has transformed support in homes and classrooms, fostering genuine collaboration and confidence. You’ll also get a first look at the new Assistive Technology Selector App, designed to make choosing the right tech easier than ever. Walk away with proven strategies you can adapt to your own context, whether you’re working in education, support services, or policy.

This session will explore how UrAbility has supported thousands of educators and parents across Ireland and beyond through its structured online learning platform. The model includes a CPD-accredited course suite for teachers (urability.com/education) and a growing parental membership platform (urability.com/parents) offering targeted training, live sessions, and community support.

By improving parental understanding and aligning educator training with mainstream tools like iPads and Chromebooks, UrAbility has created a sustainable model of assistive technology support rooted in Universal Design.

Participants will gain insights into how this approach has directly informed the development of the upcoming Assistive Technology Selector App, a tool designed to streamline technology recommendations through user-driven profiles and guided pathways.

The session will conclude with actionable strategies for replicating this model in other educational or support contexts, particularly within the Irish system.

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Outdoor Education (OE) in Early Childhood Education and Care (ECEC) settings has attracted global interest due to its ability to stimulate children’s curiosity and interest, thereby transforming their education from passive to active through interactive activities in the natural environment (Lattarulo & Vandelli, 2021). It has been argued that OE provides children with essential 21st-century skills and competencies that cannot be provided by traditional classroom education (Özgem & Akçıl, 2022). These include learning and innovation skills, life and career skills, and information, media, and technology skills.It is crucial to recognise the benefits of OE and to ensure the equal participation of young children with varying learning needs and abilities in OE learning experiences. Research indicates that integrating technology into outdoor learning can improve engagement and enhance educational outcomes for all children, including those with disabilities (Kuo et al., 2019). Digital tools can enhance accessibility, enabling participation and fostering collaborative learning experiences in outdoor environments (Jerowsky & Borda, 2022), providing equal opportunities for all children to access and succeed, reflecting a transformative pedagogical approach rooted in human rights.

This workshop explores the benefits and challenges of the incorporation of digital tools for accessible outdoor learning, in Early Childhood Education and Care (ECEC) settings. It also delineates effective strategies to use technology for bridging outdoor and indoor education, thereby fostering a coherent learning process for all children in early childhood. The framework and practical suggestions of this workshop have been developed for the purposes of the Erasmus+ funded project Outdoor4mi (Project number: 2023-1-IT02-KA220-SCH-000165552), with the participation of seven partners.

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We are proposing a Forum for those developing AI-based or enhanced products to share the latest innovations they are engaged in and to discuss the key issues that are emerging for consideration to ensure the future of inclusive AI.

We will highlight products that meet the criteria and were winners of Zero Project awards, or which participated successfully in the Zero Project Technology forum 2023-2025.

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This educational session aims to call for the integration of assistive technology education and training into healthcare and rehabilitation curriculum, explore usefulness of assistive technology as learning resource to develop required knowledge and skills, explore characteristics and perspectives of participants, inform the ongoing development of assistive technology service provision, and understand strategies needed to support health care personnel to fulfil a role in assistive technology worldwide. This interactive learning experience will help indicate useful groundbreaking opportunities that will equip participants with a unique set of knowledge and skills and help identify effective strategies that would further support assistive technology service provision globally. Assistive technology is a key component of integrated model of care and comprehensive healthcare education and training. Integrating assistive technology into education worldwide helps guide healthcare educational curricula development with the ultimate goal of improving the quality of assistive technology service provision. Assistive technology provision continuous learning, post-professional training, inter-professional education, global collaborative work, support, and advocacy are all key factors that help facilitate easy access to affordable and high-quality assistive technology services and products for people requiring assistive products worldwide. The session will be based on the World Health Organization (WHO) training in assistive products (TAP) and other up-to-date resources. Specifically, the session will be delivered in small groups format, with 90 minutes of training, using a case-based and evidence-based learning approach.

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This interactive workshop explores how UDL 3.0 principles can be effectively integrated with AI tools toc reate inclusive and accessible STEAM learning environments. Moving beyond traditional approaches, the session highlights learner identity, equity, and engagement through real-world classroom scenarios and hands-on activities. Participants will examine inclusive STEAM educational practices, assess AI-powered learning tools, and collaboratively design adaptations to lesson plans, teaching strategies, or learning activities that align with UDL 3.0 principles – enhancing accessibility, fostering creativity, and promoting meaningful participation for all learners in STEAM.

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This workshop is about describing (online) images to make visual information more accessible. More specifically, it addresses a holistic approach to describing images that includes both pragmatic, factual information of an image as well as expressive, emotional information.

Given the importance of (online) images in our everyday lives, it is essential that the information communicated by such images is accessible to everyone, including people with a visual impairment. Moreover, the Directive on the Accessibility of Public Sector Websites and Mobile Applications, issued by The European Union, requires websites and apps to be accessible for people with a wide range of disabilities. Although existing guidelines (such as WCAG 2.0 and Diagram) are a good step towards standardization of accessibility of visual information, they remain superficial and focus on the core message images convey. In this regard, these guidelines lag behind current trends in Human-Computer Interaction, where the focus has shifted from pragmatic aspects of computer usage towards a more holistic approach focusing on user experience. The current view is that good computer design should not only guarantee usability but should also induce pleasurable experiences.

Translating this view to images, we argue that accessibility guidelines should take user experience into account and that image descriptions should not only convey factual, pragmatic information, but should also include details about the expressive or emotional content, or the atmosphere of images. This is in line with research on user requirements for image descriptions, which shows that 1) aspects such as the underlying sentiment of an image, humour, emotional expressions, etc. are highly inaccessible for people with visual impairments and 2) people with visual impairments express the need for more expressive, emotional content to be included in image descriptions.

In our research project Experience Matters we have analysed the needs of both makers and users of image descriptions. Together with these makers and users we have developed and evaluated a new set of guidelines that focus on both factual, pragmatic information as well as on expressive, emotional information. In this workshop we will share the findings of our research. In addition, participants will practice with the new guidelines, allowing them to create more holistic image descriptions in their own work. We will also have a look at the (im)possibilities of generative AI and the unique role of human describers in creating holistic image descriptions.

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Fast technological developments and resource scarcity in long-term care are making it more important than ever for organizations in this sector to be prepared for innovation to ensure affordable access to care. Organizations that are innovation-ready are better equipped to implement new solutions. However, there is limited knowledge and few tools available to help organizations become innovation-ready. Within the Living Lab in Ageing and Long-term Care, Maastricht University and Zuyd University developed the Maastricht Innovation Readiness Approach (MIRA). MIRA includes an Innovation Readiness Framework based on literature reviews, qualitative research, and a Q-methodology study. Additionally, the framework includes a questionnaire and a format for conducting a consensus meeting. Care organizations seeking insight into their degree of innovation readiness can ask 15 to 20 of their professionals to complete the questionnaire, which reflects on each factor of the Innovation Readiness Framework. This is followed by a consensus meeting where participants discuss the results, identify strengths and weaknesses in the organization’s approach to innovation, and agree on areas that need improvement.

The workshop will provide insights into innovation readiness based on the studies conducted and the factors within the Innovation Readiness Framework. Participants will complete the MIRA questionnaire during the workshop, after which we will discuss how strengths and weaknesses relate to the successful implementation of technology in care organizations, and how strategies can improve innovation readiness.

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While Accessibility and Universal Design (UD) are increasingly cited in policy discourse, their actual integration into Higher Education (HE) curricula across disciplines remains scattered, superficial, and inconsistent. Findings from the ATHENA project (see Acknowledgement), which examined the current landscape of inclusion in HE, highlight a concerning pattern: accessibility and UD are either absent or marginally included in most university programs. When present, these concepts are often reduced to technological interventions or pedagogical accommodations, sidelining their broader implications as tools for equity, human rights, and social transformation.

The ATHENA Position-Policy Paper recently published makes a compelling case for a systemic rethinking of how accessibility and UD are conceptualized, taught, and operationalized in HE. It reveals how HE curricula—far from being neutral—often reproduce ableist norms and deficit-oriented perspectives by framing disability through a narrow lens of individual adaptation or “special needs.” The project’s analysis shows that where accessibility and UD appear, they are typically linked to assistive technologies or inclusive teaching methods, especially in technical or education-oriented fields. This narrow scope perpetuates the “technicist” view of inclusion, disconnecting it from its rights-based, political, and ethical foundations.

Moreover, the absence of legally binding frameworks and accountability structures at national and institutional levels means that inclusion remains a discretionary initiative, often driven by individual academic interest rather than structural commitment. This policy vacuum sustains exclusionary practices and hampers efforts to cultivate inclusive learning environments that reflect the full spectrum of human diversity and interdependence.

As a leading platform for advancing assistive technology and inclusive policy, AAATE is uniquely positioned to catalyse this shift in higher education. This session aligns with the conference’s objectives to advance inclusive design, foster cross-sectoral collaboration, and build bridges between research, policy, and practice. It also supports broader European and global policy agendas, including the UN Convention on the Rights of Persons with Disabilities, the European Accessibility Act, and the Sustainable Development Goals. Thus, in the framework of the AAATE 2025 conference, hosted by a Higher Education institution, the proposed policy session will provide a platform to discuss the ATHENA position paper and explore how we can move from occasional inclusion to structural integration of accessibility and UD in curricula across all academic disciplines.

The session will feature a diverse panel of stakeholders—including project partners, policy actors, academic leaders, and accreditation representatives—who will analyse the current gaps, share strategies, and co-develop a short declaration calling for the integration of accessibility and UD in HE as a mainstream curricular priority.

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Provision of assistive technologies (AT) is strongly connected to applying a person-centred approach, with focus on exploring the person’s individual abilities, needs and desires, to enable provision of matching AT. In the process of provision, it is also important to assess and facilitate the person’s understanding of how to use the AT, to enhance optimal usage and enable AT integration in everyday life. 

The universal Assessment of Learning Process (ALP), is a process-based tool for assessment and intervention. It includes the ALP-instrument for assessment of stage of exploration and phase of learning, as well as the ALP-facilitating strategies guiding the approach for intervention at each stage and phase in the process. Focus for observation is tool-use behaviours and finding indicators for actual stage of exploration and phase of learning. The assessment enables tailoring of the facilitating approach to give the person a just right challenge in a learning situation of their choice. With the instruments focus on indicators in tool-use behaviours the universal ALP can be applied with any person, age, abilities or AT. More information and material for download can be found at https://www.lisbethnilsson.se/en/alp-tool/ 

The session will begin with an instructional part for presentation of the ALP-tool and its application. Then it turns into an interactive workshop where the attendees use a short-version of the ALP-instrument to assess video-clips illustrating a variety of AT-use, from simple to more complicated. Towards the end, discussion is opened for reflections on how to apply the ALP-tool in attendees’ own fields of AT expertise.

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We will explore the transformative potential of artificial intelligence (AI) in advancing inclusive education through differentiated teaching practices. As educational systems grapple with increasing classroom diversity and persistent equity gaps, AI offers innovative tools to personalize learning, enhance accessibility, and support teachers in meeting varied student needs. Drawing on global case studies and empirical research, the study examines how AI-driven platforms—such as adaptive learning systems, assistive technologies, and real-time feedback tools—can facilitate individualized instruction and foster meaningful participation for all learners, including those with disabilities and learning challenges. The paper also critically addresses ethical concerns related to data privacy, algorithmic bias, and the digital divide, underscoring the need for responsible and context-sensitive implementation. Emphasizing the importance of teacher training, co-designed solutions, and equitable access, the study concludes that while AI is not a panacea, it holds significant promise when aligned with inclusive pedagogical frameworks. By integrating technological innovation with systemic reform, AI can play a vital role in realizing the global vision of equitable, quality education for all.

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This educational session explores the potential of emerging technologies to promote inclusion and participation in education. Using the World Café methodology, the session invites educators, technologists, researchers, and policymakers to engage in collaborative dialogue around three key questions:

1. Which educational technologies hold promise for promoting inclusion and participation? What are opportunities and good practices? 
2. Which barriers and facilitators affect the implementation of educational technologies in the school context? 
3. Which strategies may foster a successful implementation of educational technology into educational contexts?

Conference participants will rotate between discussion rounds, co-creating insights that will be synthesized and shared in a plenary reflection. The session is designed not only to foster peer learning and exchange but also to generate empirical data for a potential follow-up project or scientific publication. With informed consent, anonymized notes and observations from the session will be thematically analyzed to uncover stakeholder perspectives on the inclusive use of technology in education.

This session bridges the gap between theory and practice, and between research and real-world challenges, by engaging the audience as co-creators of knowledge. It is ideally suited for professionals interested in inclusive design, technology-supported education, and participatory methods.

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This educational session aims to help rehabilitation and healthcare professionals develop knowledge and practical skills in the process of providing empowering assistive technology devices and delivering assistive technology services to people of all ages and types of disabilities, have a deeper insight into the appropriate assistive technology service provision, identify key facilitative components for effective assistive technology provision utilizing the 5 Ps model, shed light on the positive significant role of assistive products in the lives of persons with disabilities and their caregivers, and highlight the ongoing global initiatives in enhancing access to affordable high quality assistive products with eye-opening and thought-provoking discussion on how to contribute and get involved. Assistive technology education, translation of current research into practice, and clinical training ensure that assistive technology end users can enjoy accessing their community and environment independently, safely, adequately, and freely. This session will illustrate the role of assistive technology service provider in the provision of assistive technology devices to promote better understanding of facilitators and challenges affecting the provision of assistive technology globally. It will provide recommendations and strategies to build collaborative partnerships, develop innovative service models, use best available evidence, advocate for access to assistive technology as a fundamental human right for persons with disabilities through supportive public policy, and promote professional development. The session will be based on up-to-date resources. Specifically, the session will be delivered in small groups format, with 90 minutes of training, using a case-based and evidence-based learning approach.

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Sweden has made notable contributions to global AT, including the electric wheelchair Permobil (developed by Per Uddén), the rollator walker (by Aina Wifalk), and the angled kitchen knife (by Maria Benktzon). In the mid-20th century, electronics were introduced into hearing and visual aids, such as the Magnivision. By the 1970s, digitized and networked technologies became more widespread, including text-to-speech systems for audio books and newspapers. Compurized speech was developed in at Royal Institute of technology (KTH) in the 60s.

The Nordic model, rooted in public policy, has prioritized inclusion and innovation—offering a contrast to more market-driven approaches found elsewhere. However, the evolution of assistive technology reflects broader trends in technological advancement, with benefits that often extend to the wider public—such as talking books and closed captioning. In the session we will highlight the critical role that people with disabilities have played in shaping AT: not just as users, but as professionals and innovators whose embodied knowledge has significantly enriched the design and development process.

Nonetheless, the field faces tensions between specialized and universally integrated solutions. While mainstream technologies can be empowering, they often require a level of technical literacy. Specialized solutions, on the other hand, exclude users due to bureaucratic navigation. Despite significant progress, many persons with disabilities still encounter exclusion and stigma, underscoring the ongoing need for advocacy, intersectional analysis, and inclusive design regarding assistive technology.

During the session a new survey on the development of assistive technology (hjälpmedel – AT) policy and innovation in Sweden will be presented. The survey traces the roots of assistive technology in Sweden back to the 19th century. Organizationally, a national umbrella group for disability institutions and orthopedics was established in 1911, eventually evolving into today’s Authority for Participation. From the 1950s to the 1990s, this body—alongside robust public funding—played a key role in fostering innovation and technical collaboration with people with disabilities.

In April 2025, the Association of Disability History (Handikapphistoriska föreningen) published the book Vi fick snurr på det: röster ur hjälpmedelshistorien (We Got a Spin on It: Voices from the History of Assistive Technology). The author, Emil Erdtman, PhD (2024, Lund University), will introduce and chair the discussion.

The discussion will focus on how policy can help shape more inclusive and responsive assistive technology ecosystems.

Long-term care is facing many significant challenges, including an ageing population and a decline in the recruitment of young care workers, which results in significant staff shortages in the coming years. It is therefore important that older people continue to function independently for as long as possible. Assistive technology (AT) devices can be a solution to achieve this. To ensure the optimal utilization of AT devices it is imperative that individuals have access to the most suitable AT devices and the appropriate AT care needed to achieve independence.

In the Netherlands, the provision of AT devices via the Health Insurance Act is governed by a specific mandate. Rather than being guided by a diagnosis, the focus is on the intended functioning of the client/ AT user. This is defined as the activities that the client wishes to perform, can perform, and is permitted to perform from a care perspective. It is also standard practice in the Netherlands to advise on the basis of stepped care, which means that clients obtain the most effective, least burdensome and cheapest care or AT device possible, related to the nature and severity of the problem. It is imperative to acknowledge the diverse interests of stakeholders involved in the provisioning process, as these interests significantly influence their approach to providing AT. In the Netherlands, a method has been developed using a co-design approach with all stakeholders to design an optimal process for AT distribution, considering the different interests, laws and mandates. This method has already been successfully applied twice by the Living Lab Assistive Technology for Independence (coordinated by Zuyd University of Applied Sciences) for a) dynamic arm supports and robotic arms and b) assistive devices for donning and doffing compression hosiery.

The workshop will provide insights into this experience based co design method to develop a provision process of assistive devices with all stakeholders and actions and related tools to implement the optimal provision process.

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Building on the momentum and insights generated by the SEURO project’s “Laying the Groundwork” workshop on 28 May 2028, this follow-up session is designed to consolidate and extend our collective understanding of what drives and what impedes the successful implementation of EU-funded digital health initiatives. By validating and refining the key drivers and barriers previously identified, this session aims to ensure that our recommendations reflect lessons learned and real-world experience from those implementing these projects. Bringing together a broader coalition of stakeholder, including policymakers, legal and ethics experts, technology developers, healthcare providers, and patient representatives will enable discussions in diverse perspectives and practical realities of EU digital health research. Through structured focus-group exploration, we will aim to translate insights obtained from the session into a clear, actionable draft policy-brief providing concrete recommendations for future funding calls and projects to maximise successful implementation and impact. In doing so, we aim not only to shape the next phase of EU digital health research but also to catalyse sustainable, high-impact innovation and outputs that meets the needs of European citizens and health systems.