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The Fourth Industrial Revolution has revealed some emerging concepts and technologies. In the framework of Industry 4.0, the Internet of things (IoT) is one of the key concepts as well as an evolving paradigm that creates opportunities of integration between the things and the physical world which has an unprecedented influence in our lives, particularly in the lives of those with disabilities. It is a groundbreaking way of providing independent living opportunities to individuals with disabilities, such as academic and learning aids (e.g. computer-based software, portable word processors), communication aids (e.g. captioning devices, smart glasses, augmentative communication devices), mobility aids (e.g. smart canes, smart wheelchairs), and smart systems (e.g. smart home, smart city, smart workplace), which increase the amount of their participation in the society, thus, empowering individuals with disabilities. This chapter aims to present the IoT technologies for individuals with disabilities and consists of five sections. The first section presents background information about the IoT and how it relates to individuals with disabilities. The second section introduces key technologies and applications that drive the IoT concept of Industry 4.0 in terms of the subject of disability in five domains which are mobility, smart environments, monitoring, communication, and education. The third section illustrates the importance of the IoT technologies and its relevance to the universal approach. The fourth section presents the implications of global business and implications of COVID-19 for IoT technologies. Finally, the chapter concludes with suggestions.

While many low-income countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), providing for the needs of students with disabilities in these countries is often difficult. Many governments in low-income countries experience difficulties in obtaining and supplying appropriate assistive devices and products to people in need; have issues with poor infrastructure and in general lack appropriate knowledge around the types of assistive technologies (ATs) available and how to use these to assist people with disabilities. The authors of this chapter will discuss the use of low-tech AT for students with disabilities in low-income countries, the benefits for inclusion and the difficulties involved. Reference to India will be used to explore the use of low-tech AT in a low-income country. Included in the chapter will be information on an innovative problem-based learning project implemented in six countries (five of which may be considered low-income countries), undertaken with preservice and in-service teachers.

Assistive technology (AT) is a tool to help people gain, maintain, or regain independence. AT funding options in the United States are varied. One fairly unique option is last-resort state funding, which is available in just a few states. In this case study, we explore the kinds of AT that were purchased from a state AT fund over a five-year period and for whom the AT was purchased. The case study followed a three-phase community-based participatory research process that included initial interviews with key stakeholders, compiling the data into a usable form, and follow-up interviews with key stakeholders to seek their analysis and opinions related to the data. Overall, patterns in the results were generally expected, or at least didn’t cause alarm. The data suggest that AT providers are becoming more proficient at finding ways to provide more devices and services to their clients, they are likely becoming increasingly effective at providing services to their clients without having to purchase them, they are successful in finding funding for the less expensive devices or are reusing devices that have already been purchased, and that community outreach programs are successful in increasing fund usage by ethnic minority populations. General implications of these findings are presented with the goal of improving functional outcomes for AT users.

Students who are visually impaired (i.e., those who are blind or have low vision) need information and advice specific to their needs when they are in the process of making the transition from the school years to their adult lives. This chapter outlines disability-specific needs, instructional strategies, school professionals involved in teaching children who are visually impaired, and recommended resources for this population of students who are visually impaired with and without additional disabilities. Instructional supports for learners who are visually impaired during the transition years and many years in advance of the transition years are explicitly explored. The heterogeneous nature of the population of students with visual impairments and the long-standing, high unemployment rate are additional discussion points presented within this chapter for specific consideration.

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.

Assistive Technology (AT) helps address social and economic barriers and can positively impact the lives of people with disabilities. Single-entry point (SEP) systems have been shown as successful models for reducing barriers encountered when acquiring and using AT. This chapter highlights a mixed method case study in the province of Newfoundland and Labrador (NL), which sought to explore barriers consumers faced in acquiring and being satisfied with AT, as well as the potential for an SEP system in NL. NL is an Atlantic Canadian province characterized by a small population dispersed over a large island and remote mainland. Data were collected using individual interviews with disability service providers in community and post-secondary settings across the province and a survey to assess barriers to accessing AT, AT utilization, and satisfaction among consumers with disabilities. Many consumers and service providers demonstrated that they recognized the benefits of AT but expressed dissatisfaction with existing programs and services citing cost, lack of knowledge, training, and funding subsidies as the most significant barriers to access. Improving access to AT is a necessary step toward enhancing education and employment opportunities, facilitating social inclusion, and optimizing overall health for people with disabilities. Investigating the feasibility of SEP programs modeled after American and Australian initiatives should be part of future planning for Canada, especially in small urban, rural, and remote areas where demand for provision of AT is under-resourced.

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability (ID). Assistive technology is not generally disability dependent; however, for students with ID we decided to focus on assistive technology across two areas: instructional aids – with a focus on reading, writing, and mathematics – and transition and independence. Throughout our focus on these two categories of assistive technology, we discuss low-tech, mid-tech, and high-tech options to support students with ID.