Hata, AnnaWang, HanYuwono, JokoNomura, Shinsaku2023-09-252023-09-252023-09-25https://openknowledge.worldbank.org/handle/10986/40387This empirical study of the Indonesian context aims to rigorously examine availability and usage of AT for children with disabilities. It reviews key challenges and support needed in both inclusive and special schools, focusing on teachers in primary and secondary education in Ministry of Education, Culture, Research and Technology (MoECRT). Key questions included: 1) What is the availability and use of AT for students with disabilities in schools in Indonesia? 2) In what ways can teachers, schools, and local and national stakeholders work together to promote equitable and quality learning through AT for children with disabilities? To answer these questions, this study employed a mixed method to enhance the validity and quality of evidence based analysis of AT for children with disabilities in Indonesia, including a national level teacher survey with over 2,000 teachers who participated voluntarily, focus group discussions with teachers, school principals and policy makers as well as an international review of practices on AT for children with disabilities to address the lack of previous studies in Indonesia.enCC BY-NC 3.0 IGOASSISTIVE TECHNOLOGYSPECIAL EDUCATIONINCLUSIVE SCHOOLSCHILDREN WITH DISABILITIESReportWorld Bank10.1596/40387