Reflections on Opportunities in Accessible EdTech: An Afternoon at the BETT Conference

My name is Rebecca, and my background is in inclusive education, with a focus on autism and assistive communication. I first attended BETT, the largest educational technology conference in the world, held in London, as a master’s student in Disability, Design, and Innovation (DDI) at UCL in January 2024. I remember being amazed, surrounded by real-world case studies that brought my coursework to life. One case study in particular, a digital early-childhood education initiative, Ahlan Sim Sim, presented by Anya Kamenetz, left a lasting impression. Ahlan Sim Sim demonstrated startling evidence from Lebanon that fully remote learning can help young children in crisis situations, including those with disabilities. Anya said, “The future belongs to the types of educational efforts that are resilient, layered, and flexible, that can respond to [...] continuous global crises in many ways.”

This case study inspired my dissertation on how similar approaches could help support autistic individuals in remote settings, as well as my work with Uncommon, an EdTech startup delivering inclusive live, all-online sessions for neurodivergent teens in the UK.

Fast forward to January 2025: I attended BETT again, now as part of Global Disability Innovation Hub’s Research and Delivery Team, sharing the experience with current MSc DDI students. It felt like a full-circle moment!

Here are some of my key takeaways from the conference:

1.The All-New SEND Village

This year, BETT introduced the SEND (Special Educational Needs and Disabilities) Village in collaboration with BATA, the British Assistive Technology Association. For the first time at BETT, leading and emerging SEND solution providers were brought together in a dedicated space. The space showcased innovations like Musicon, a therapeutic, multisensory musical device for young children, SensoCube, a calming modular unit for students with sensory sensitivities, and Scanning Pens, assistive reading technology with text-to-speech features that promote independent learning for users with dyslexia.

On the lookout for examples of low-cost, globally available solutions, I had the chance to connect with Jack Churchill, Chair of BATA, and Sam Cock, Chair of BATA’s Special Interest Groups. We discussed the importance of action to scale affordable assistive technologies globally, particularly in in low- and middle-income countries. I also had a chance to discuss with an MSc DDI student, Tuyet, how frugal innovation could address gaps in EdTech accessibility, in countries like Vietnam.

It was exciting to see SEND highlighted in this way and to discuss strategies with other innovators that can benefit students everywhere.

2. Exploring AI for Accessibility in Education

In a Tech User Labs session lead by Peter Reeves, I learned how teachers are already using simple, easily available AI technology to save time and personalize their content. Tools like Read&Write for Google Chrome (where teachers can access a free premium subscription), with features such as text-to-speech and a picture dictionary, help students engage with digital content in ways that cater to different learning styles).

Other AI tools like ChatGPT, Gemini, and TeachMate AI (available in free and paid versions) can help teachers to streamline everyday tasks and create engaging, bespoke lessons. For instance, teachers can ask these tools to generate questions based on a text, differentiating content for different reading levels, create 5-minute mindful drawing activities for a sensory break, or illustrate students’ written stories to increase engagement. Voice typing is another accessibility feature that benefits both teachers and students with dyslexia who may struggle with spelling or typing.

While it was exciting to see AI used in simple, light-touch ways as a helpful tool, it also made me reflect on challenges such as normative biases in language models and the risk of overreliance on automation in education. Ensuring these solutions are co-produced, guided by equity, and thoughtfully implemented with teacher training will be key to long-term success in promoting inclusive learning environments.

3. The Potential of Emerging Technologies in Inclusive Education

In educational settings, students with disabilities often find themselves separated and isolated from their peers. However, research on using tech to mainstream classrooms, such as this Harvard Case Study, demonstrates that doesn’t have to be the case. For instance, students who are minimally speaking or nonspeaking can use assistive communication devices to participate in class discussions. The question is, how do we ensure these innovations reach classrooms across the world?

One promising example is the UNICEF Accessible Digital Textbooks initiative, where online textbooks use Universal Design for Learning (UDL) Principles, with features such as text-to-speech, sign language video demonstrations, and audio descriptions of images, to make textbooks accessible and affordable for students with and without disabilities. This initiative is currently being piloted and scaled-up in regions of Eastern and Southern Africa, South Asia, and Latin America.

While I believe there will always be a place for specialist provisions for students requiring additional support, these emerging technologies are redefining what’s possible in inclusive education. By leveraging innovative tools, educators can create environments where every student receives a quality education within the least restrictive setting.

Conclusion

Reflecting on this year’s BETT conference, I’m encouraged by the progress in accessible EdTech and the insightful conversations I had with both established leaders and emerging voices in the field. As someone who has seen firsthand the power of technology in education, I’m excited to continue exploring how inclusive innovation, both in ed-tech and systems strengthening, can drive meaningful global impact and create a more equitable future for learners of all abilities.

UCL’s Disability, Design & Innovation MSctackles global challenges from a new perspective. Design engineering meets global policy and the societal context of disability, this multidisciplinary programme led by the GDI Hub takes theory into practice, equipping emerging pioneers to tackle the complex problems faced by people with a range of disabilities.