In Moldova, a GPE-funded program is distributing assistive technologies to students with disabilities to make education more inclusive.
"By integrating assistive technologies into our education system, we are ensuring that children with special needs have the same opportunities. This aligns with our commitment to building an inclusive, sustainable education system that prepares all children for the challenges of tomorrow."
Moldova’s Ministry of Education and Research, with support from UNICEF and GPE, have procured nearly 500 assistive technology devices for children with visual and hearing impairments, including Braille typewriters, video magnifiers, screen-reading software and adapted keyboards.
By mid-2025, more than 1,000 devices will be procured to support children with special educational needs across Moldova.
Specialized entities are supporting schools and teachers in the use of the assistive technologies.
"Assistive technologies play a transformative role in overcoming barriers and enhancing learning experiences. With these tools, we can empower children with sensory disabilities, enabling them to thrive academically. With available technology, sensory impairments can often be effectively addressed, offering a unique advantage in creating more inclusive education.”
While some education institutions are equipped with teaching materials and assistive devices for children with sensory disabilities, many lack such materials due to a shortage of financial resources. Moldova is working to change this.
The new assistive devices are part of the Digital Innovation of Moldovan Education System Program, designed to enhance inclusivity in education.
The program is funded by a US$4.7 million GPE Multiplier grant, which was leveraged by $18 million in cofinancing from the European Union, UNDP, UNICEF, UNFPA and the Agence universitaire de la Francophonie.
"The EU and its Member States are the largest contributors to the Global Partnership for Education Fund. We pledged €700 million for the 2021–2027 period to contribute to a more inclusive education, particularly for girls, refugees, and children in fragile contexts. As Moldova progresses on its path toward EU integration, fostering a resilient and inclusive education system is essential.”
“Access to assistive technology is about more than inclusion—it’s about transformation. The classroom of today mirrors the society of tomorrow, and by equipping children with disabilities with the tools they need to thrive, we are laying the foundation for a more inclusive, innovative, and equitable world."
Assistive technology used by students and teachers at Rădeni Gymnasium, Strășeni, Moldova.
According to the study Inclusion of children with special educational needs in the education system, five years ago, only 23% of caregivers supported the inclusion of children with special educational needs in mainstream education institutions. Today, that number has increased to 40%.
Support among teachers has also shown significant growth, rising from 41% to 60%.
This progress reflects sustained efforts in advocacy, training, behavior change initiatives, and resource allocation, all of which emphasize the tangible benefits of inclusive education.
Children with disabilities who learn alongside their peers are better equipped to socialize, build friendships, and prepare for meaningful participation in society.
Assistive technology used by students and teachers at Rădeni Gymnasium, Strășeni, Moldova.
The procurement of assistive technology is based on a detailed assessment of educational institutions that support children with special educational needs.
This initiative aligns with the findings of the study Inclusion of Children with Special Educational Needs in the Education System, which evaluated the progress and dynamics of educational inclusion for these children.
The study also compared findings with data from similar studies conducted in 2009, 2012, and 2018, providing valuable insights into trends over time.
It examined existing policies, analyzed public perceptions of inclusive education, and identified best practices for assessing educational outcomes, creating a comprehensive foundation for targeted improvements like the provision of assistive technology.
A child with a hearing impairment wears an assistive device that helps him hear better.
The study was presented and discussed at the Parliament with members of parliament, civil servants, civil society representatives, development partners, parents and students.
"I have had autism since birth. Many people told me I wouldn't succeed in finishing school, but now I can prove them wrong, as I'm in the 12th grade and preparing for my final exams. During school, I was a target of bullying because I was different. I also felt ignored by teachers, who preferred to give more attention to other children, considered more capable. We, children with disabilities, have highly developed emotional intelligence and can be very creative, but unfortunately, we don’t always have the ability to express ourselves. However, I believe that others can learn a lot from us about empathy and kindness.”
“The Commission for Social Protection, Health, and Family, together with the National Council for the Rights of Persons with Disabilities, has created eight thematic groups, including a group dedicated to education. Within this group, significant consultations have taken place, and moving forward, we aim to harmonize efforts and, together with partners, identify practical solutions for children with special education needs.”
Public perceptions of the inclusion of children with disabilities remain predominantly exclusivist, with many respondents believing that these children should be cared for at home or in specialized institutions. However, there is a positive trend toward greater acceptance of their inclusion in mainstream schools.
The findings and recommendations of the study will support efforts to enhance inclusive education by addressing current gaps and disseminating best practices.
Additionally, the results will contribute to the development and refinement of policies aimed at ensuring every child’s right to education.
This is great development towards inclusiveness in education and even socio-: economy
This is fantastic, I hope that there is a sustainability plan to ensure that the current gains are maintained throughout the various levels of the education system
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