At Rix Inclusive Research, we believe everyone deserves the right to access the assistive technology they need to learn, work, and socialise.
That’s why we’re proud to announce our recent membership of the British Assistive Technology Association(BATA).
Many members of the RIX team personally use assistive technology. This firsthand experience of how powerful technology can be in helping us to achieve our goals and deliver projects is central to everything we do. We even see our own software, like the RIX Wiki, as an assistive tool, empowering people to live life to the fullest and reach their potential.
Ajay, off camera, is typing Wiki Master with his eyes
Beyond joining BATA, we’re continuously working to raise the profile of, and campaign for, more equitable access to Assistive Technology (ATech) for everyone who can benefit. We drive this forward through innovation, leading events such as our inclusive hackathons, and through our active partnership with Policy Connect and the ATech Policy Lab. We champion the value of inclusive technology, sharing our research and successes with Policy Lab Director Robert McLaren and an all-party parliamentary group.
For a compelling look at the impact of ATech, especially in education, check out this video from a recent BATA research project. It offers a great introduction for anyone wanting to learn more.
From 15 to 28 June 2025, we proudly hosted our first ever study abroad summer school for university students with disabilities and differences. In partnership with the University of Florida and Learn International, this pioneering programme, Technological Applications for Disability Access, brought together ten students and seven faculty members and supporters for an unforgettable two weeks of learning, innovation, and community building in the heart of London.
Students, supporters and staff from the Learn International Summer School
Over the course of the programme, participants engaged in a rich, person centred curriculum designed to explore accessibility through multiple lenses—urban design, digital media, sport, transportation, education, and the arts. The initiative combined immersive site visits, collaborative group work, academic lectures, and a dynamic 10-day hackathon to empower students as innovators and agents of change in their own communities. For the last three days we also welcomed representatives from nine American universities who wanted to see the programme before sending their students next year.
Each day was structured to build knowledge, skills, and inclusive design thinking. Students were introduced to the principles of Universal Design, assistive technologies, and multimedia advocacy. They learned how inclusive research and co-production methodologies could be applied to address real-world barriers experienced by disabled people.
Students participated in a range of activities throughout the programme
Among the standout highlights was a visit to the Google Accessibility Discovery Centre at King’s Cross, where students interacted with state-of-the-art inclusive technologies. The group also enjoyed immersive learning experiences at the Victoria and Albert Museum, Charlton Park Academy, and Tottenham Hotspur’s stadium. Each of these visits provided insight into how accessibility can—and should—be embedded into every facet of life, from education to culture and sport.
Throughout the two weeks, students were inspired by a diverse array of speakers, including contributors from the BBC, Transport for London, and UCL’s PEARL research lab. Sessions explored everything from digital self-advocacy and the future of accessible transport to the role of inclusive technologies in modern media.
Transport for London’s session on co-production and their ongoing work on the RoboRamp project offered a powerful case study in inclusive urban design. Meanwhile, presentations from academic leads at UEL—including myself and my colleagues Dr Nic Hollinworth, Dr Kate Allen, and Dr Paul Watts—covered themes like accessible education, health, sport, and cultural inclusion.
At the heart of the programme was Hackathon25, and a follow on 10-day collaborative project where students worked in groups to identify real-life accessibility issues and co-design innovative solutions. Supported by inclusive researchers, faculty, and community partners, students applied everything they had learned to develop meaningful prototypes.
The three final group projects reflected the passion and creativity of the participants
Right of Way Initiative – focused on improving the accessibility of pedestrian crossings, promoting independence and safety for all
Clean Commute – designed a public sanitation station system for wheelchair users and other commuters needing access to hygienic facilities during travel
Accessible Learning with Personalised Books – a solution aimed at making reading materials more inclusive, particularly for learners with cognitive or sensory differences
These final projects were presented during a celebratory graduation event on Friday 27 June where each group showcased their prototype, poster, and learning journey. The event was attended by Robert McLaren, Director of Policy at Policy Connect, academic staff, industry guests, and representatives from the visiting universities, creating an atmosphere of pride, excitement, and future potential.
Students enjoy a West End Theatre trip
Beyond the classroom, students enjoyed the full spectrum of London’s cultural offerings. Theatre trips, the London Bus Tour, and excursions to iconic locations like the O2 via cable car added a sense of adventure. A wheelchair basketball session, run by the UEL Phoenix team, offered not just physical activity but a vital reminder of the importance of inclusive recreation.
Wheelchair basketball session run by UEL Phoenix
Living together in student halls and sharing meals, challenges, and wins, students formed strong social bonds that made the entire experience not just educational, but truly transformative.
This was the first study abroad summer programme of its kind focused on disability and inclusive innovation in London. It was a pilot year full of discovery—for the students, for UEL, and for our partners. We learned valuable lessons about making campus spaces more inclusive, about how travel and accommodation must adapt, and about how the voices of students with disabilities can shape research and design when given the right platform.
Looking ahead, the Rix Inclusive Research Institute is committed to building on the insights from this programme. We aim to embed inclusive international experiences into our curriculum, grow our partnerships across the globe, and ensure that London becomes a leading destination for inclusive innovation in higher education.
Together, we’ve taken the first step in creating a global, inclusive campus. The journey has just begun.
Our second inclusive hackathon, RIX Hackathon25, took place this week at the Royal Docks Centre for Sustainability on UEL’s Docklands campus. The event was a great success and we’re already planning how we can make it even better next year.
After welcoming people and sharing some of our ideas around hackathons and inclusion, we enjoyed a presentation by Sean Gilroy from the BBC Inclusive Design Team, AI for All Minds: Designing UX for Neurodiversity. It was reassuring to hear how focused the BBC are on finding design solutions that ensure that this vital public service broadcaster works for everyone regardless of difference or disability. People had lots of questions for Sean and this showed how much we all value our beloved BBC.
We then revisited last year’s hackathon winner, the Robot Ramp, with a development update from Nic Hollinworth alongside Kiran and Baljit, two RIX co-researchers who use wheelchairs and were involved in the prototype design. Nic reassured the room by telling us that although progress may seem slow, the first Dyson vacuum cleaner went through thousands of prototypes before reaching the shops!
It was now time to look at our list of challenges and encourage people in the room to add their own via a QR code on the screen. The theme for this year’s event was Healthy Living and a lot of the challenges touched on the difficulties people have with eating and sleeping well and having a healthy lifestyle. These days we are surrounded by unhealthy ultra-processed food options in the shops, online, and in food advertising and it is not always easy to know what we should be eating. We split into eight small groups and started identifying the challenges we would work on in the afternoon.
Saul tells us about Team Timekeepers Lord of the Health app and Samantha works on Team Munchies cookABLE appTwo more Hackathon25 teams discussing designs
After lunch we were treated to a three-way presentation by Simon Bedeau, Shelby Nurthen and Ruth Cooper from East London NHS Foundation Trust, Making Work Work. They talked about employment and training for people with learning disabilities and how we need to work together to improve access to employment. Again, people had lots of questions and it was clear that this is a challenge that chimes with people, many of whom will have had their own difficulties in finding and keeping a job.
The rest of the afternoon was taken up with the two hackathon sprints, workshop-like sessions at tables full of art and craft resources that teams could use to make prototypes and build their solutions. Each table had a mix of people with lived experience of difference and disability, Learn International students, UEL interns, RIX staff and others.
Towards the end of the afternoon, we came back together and each team presented their solution to the challenges they had identified. Solutions included the iFit app from the Junk Out Gym In team, a Progress in Motion website from the Progress in Motion team providing accessible and customisable exercise programs, and an easy read cookbook from the Green Plate team. After all the teams had shared their ideas, we had the chance to vote for a winner and, on the promise of a celebratory rap, first place went to Team Munchies for their cookABLE app, an audiovisual and customisable recipe resource incorporating AI that would make cooking more accessible. True to their word and to everyone’s delight, two members of the team performed a celebratory rap!
Style designs for the cookABLE appTeam Munchies celebrate with an impromptu rap
A big thank you to everyone who participated in Hackathon25 and to our guest presenters from the BBC Inclusive Design Team and East London NHS Foundation Trust.
We were so grateful to Makedo, who kindly sponsored a huge set of accessible tools to help us create prototypes at the event. You can find out more about Makedo and their creative building tools by visiting the Makedo website.
The vibrant potential of assistive and accessible technology (ATech) to transform the lives of SEND learners took centre stage at the All-Party Parliamentary Group reception this Spring.
This crucial forum for shaping national policy was organised by Robert McLaren, Director of ATech at Policy Connect. Rix Inclusive Research (represented by Ajay and Craig) joined forces with campaigners, parliamentarians and ATech experts at Portcullis House on 8 May 2025.
The event highlighted the life-changing potential of technology to improve outcomes for SEND learners, and particularly those with complex communication needs. It is the first meeting hosted by the new Chair of this Parliamentary Group, Josh Fenton-Glynn MP.
Lived experience
The true power of ATech was brought to life by speakers Beth Moulam and Laura Brown. They provided rich insight into their own lives and those of their families. Stories from their lived experience brought to life the immeasurable power of ATech to enhance independence and communication and underscored the urgency of wider ATech adoption.
Training and supporting people to use ATech
Building on these compelling personal stories, Professor Annalu Waler OBE gave an insightful and engaging call to action, with a focus on ATech training and development opportunities.
Her work is contributing to the strategy and direction of the Government’s ATech agenda by describing three levels of training opportunities.
Entry level training opportunities – for all teaching staff to familiarise themselves with ATech and its benefits
Advanced level courses providing more advanced knowledge of specific types of technology and how these are best used. Primarily aimed at SENDCOs and teachers
Specialist ATech courses for SENDCOs with considerable experience in inclusive technologies who are looking to take their knowledge and skills to an expert level
This structured approach to training provides opportunities for people at all stages of their careers to develop their understanding and knowledge of ATech.
How can Rix Inclusive Research respond?
As a key partner of this all-party parliamentary group, through Policy Connect, we share their passion and commitment to increasing people’s use and knowledge of ATech. Our broad definition of ATech means that person centred software, such as our RIX Wiki, plays a critical role in helping people to express themselves confidently through multimedia.
To ensure our team remains at the forefront of ATech innovation, we actively engage with international universities and are committed to continuing professional development and networking through our involvement with BATA (British Assistive Technology Association).
Looking ahead, we are committed to shaping a future where everyone who can benefit from ATech has access to it. ATech really is a powerful ally in increasing participation, inclusion and reducing inequality.
Ajay, off camera, is typing Wiki Master with his eyes
The Wiki Master writes with his eyes!
The Wiki Master (Ajay Choksi is a technical assistant and researcher at RIX) shares his experience of writing with his eyes, using technology showcased at the ATech event.
I enjoyed using eye tracking technology. I went to see a demo of the eye tracking technology. I met a lady at the event who gave me a go at the eye tracking. I looked at the monitor screen. I used my eyes to follow a pointer on the screen. There were four small squares I had to look at. When I had finished the system was set up to track my eyes. Then I used a keyboard on the screen. I choose letters from the alphabet using my eyes. I wrote the words ‘Wiki Master’ with my eyes – it is very useful and good.
In the future I thought it would be good if I could go to content on my Rix Wiki by looking at the Wiki section that I wanted to go to and not needing to touch the screen. This would really help people who cannot use their hands to operate a mouse or a keyboard.
People with disabilities can use accessible technology if it is well designed for simplicity and ease of use.
On Friday 28 March I attended the Duchenne UK New Horizons National Conference at the Holiday Inn in Bloomsbury, London.
This conference brought together hundreds of people connected with the muscle wasting condition Duchenne Muscular Dystrophy (DMD), including people like me who have DMD, lots of parents and carers, doctors and health professionals, and representatives from pharmaceutical companies.
I was part of a presentation about Psycho-social Needs and Education along with another adult with DMD, Benjamin. Presenting with us were Janet Hoskin, an associate professor at the University of East London and member of the RIX team, and Rory Conn who is a psychiatrist. Rory spoke about the need for psycho-social support for people with DMD, and Janet shared how her research shows that schools often ignore the non-physical aspects of DMD such as neuro-divergence and anxiety even though these are established risks.
Rory, Janet, Saul and Benjamin present at the conference
Benjamin and I spoke about our time in school, college and university. Benjamin did A levels and went to Nottingham University where he was awarded a first class honours degree in Neuroscience, which is amazing. He also talked about the support for reading that he received in school when he was little and how this ensured he didn’t get left behind. Like other people with DMD, I also have dyslexia, ADHD and borderline Autism Spectrum Condition. In school this meant it was often difficult for me to learn and make new friends. When I was younger, school gave me extra reading support with a teaching assistant, and extra Maths support.
I managed to pass all my GCSEs and then did a BTEC in IT and Software Development at college. I studied Games Design and Development at University because I enjoy making video games and playing them. University was fun and I made lots of friends and learned lots about game development. Overall the best thing about University was making friends and drinking shots before lessons!
Saul Catlin, DMD Advocate and RIX co-researcher
Connecting policy makers with people with learning difference/disabilities: developing an inclusive Citizen Science approach to digital financial inclusion
Back row: Supporter, Jack, Ajay, Andreia, Jas, Joseph, Kate, Kanchan; front row: Denise, Lee, Rufaro, Samantha and Saul,
RIX co-researchers and purpleSTARS members visited the Bank of England Museum, in collaboration with UCL’s Citizen Science Academy, to find out about how inclusive money is now, and how inclusive it will be in the future.
Our ideas were inspired by the article I Forgot My Numbers and the Machine Swallowed It Up in which adults with learning disabilities share their perspectives on the shift to a cashless society. The article was written by Paul Watts, Janet Hoskin, Radhika Upadhyay, Emma Tapley, and Gosia Kwiatkowska.
Our research questions
What is money?
What worries you about money now and in the future?
What is your opinion about the decline in use of bank notes and coins and a future where there will only be online banking and digital money.
Do we want a cashless future? If we do, or if it’s too late to stop the decline of physical money, how can we make sure financial products like online banks and banking apps are designed to be more accessible and inclusive?
We began our exploratory research into what money is by visiting the Bank of England Museum and their exhibition The Future of Money, where we met the curators of the exhibition and the museum.
We have been exploring the impact of current money worries including the prevalence of fraud. A major concern is with online scammers and phone scams where criminals convince us to invest in get rich quick schemes or where bills are paid into fake accounts, leaving people unsure about who to trust and how to protect themselves.
The closing down of many physical banks, where people can visit and get to know and trust a bank employee, was highlighted as a big loss. Using online banks, remembering passwords and negotiating complicated sign-ups were cited as problematic. The attitude of people who work in banks was discussed, that employees need to be trained to consider others, be nice and give people time to understand. When things go wrong, everyone agreed they would rather talk this through with a real person than fill in an online form or talk to a chat bot.
We like cash, it’s satisfying and comfortable to be able to touch our money. We also tried smelling it, and we liked the sound of it being crunched up. We discussed how cash – coins and notes – can help budgeting. A card is very easy to use and everyone liked that you don’t have to work out how much change you should receive. However, people also found it easier to overspend and harder to resist buying something when all you have to do is tap, tap, tap…
We want to find out what other people think about a cashless future and have been exploring how to do this in a creative way that we hope catches the attention of the people responsible for designing how money will be in the future.
The purpleSTARS co-researchers from Rix Inclusive Research will be at the Newham Citizen Science Fair on Saturday 12 April. Our exhibit will include our concept Bank of Purple Stars (BPS) an action research, creative approach to engaging citizens of Newham by asking them to deposit their opinions, worries and ideas about money both now and in the future. In return the BPS offers visitors at the Newham Citizen Fair the chance to engage in some playful games and creative activities including designing badges, banknotes, money and contactless cards.
We will also introduce ideas in development for our educational role play characters, Cyber Spender (hero) and Scamster Hamster (villain).
We will share our findings with policy makers and designers of future financial products with the aim of promoting inclusive designs as part of a more inclusive digital financial future.
On 18 February 2025 Ajay and Craig represented the Rix team at the launch of the report Connect to Success: Technology and Employment Support for Disabled People. The report was written by Robert McLaren from Policy Connect. The launch event took place at the House of Lords with Lord Shinkwin and Sir Stephen Timms MP, Minister for Social Security and Disability.
This report gives examples of how we can improve people’s use of and access to ATech (Accessible Technology). ATech includes resources like voice recognition software, screen readers, reading guides, and recorders. Recently, Artificial Intelligence has been incorporated into ATech to make it even more powerful and useful.
ATech is not just something that it is nice to have. For many people it is the difference that makes it possible for them to do their work and communicate with friends and family. It is life changing and essential. Not everyone has access to these technologies, and this means people are missing out on living their life to the full and having the chance to work.
Craig and Ajay at the House of Lords
The Government’s Get Britain Working White Paper was published in November 2024. It announced a new long-term ambition to achieve an 80% employment rate, with 2.1 million more people in work. The Connect to Success report explains how more people could get into the workplace, if only they had the ATech they need.
The report made three suggestions about how this could happen:
People looking for work should be helped to explore how ATech could help them
A new national ATech support centre should be set up to share successful projects and get people in the ATech community to work together to solve problems and develop innovative solutions
When people are leaving education and looking for work, we need to get the right support in place, so people have all the ATech they need as they begin adulthood and start work
Putting Assistive Technology at the heart of the UK’s policy agenda
Rix Inclusive Research has been working hard to put some of these recommendations into practice over the last few years.
We celebrate the fact that our team includes co-researchers with lived experience of difference/disability who use accessible technology to play an active role in delivering projects at RIX. We recognise the power of lived experience and person centred working, and we build this into our projects, our events, and our software.
For example, our RIX EasySurvey software is a survey building tool that gives everyone the chance to share their views with its easy-to-use, accessible interface. Our RIX Wiki software provides an accessible About Me space that enables people to communicate using video, sound, pictures, and words.
We recently hosted an inclusive hackathon. ATech ideas like our Robo ramp were developed at this event by teams of people with and without disabilities. Our Robo ramp concept helps to make public transport more accessible and inclusive. Having ATech at work is critical but getting to that place of work is important too!
We welcome the Policy Connect report and as members of BATA (British Association of Accessible Technology) we look forward to working together with disabled people, organisations, and Government to co-produce the tools that people need to enjoy their life and achieve their goals.
Ajay’s thoughts
Accessible technology is really important for me at work – I use a RIX Wiki to create a website that tells people about my life and my skills. I can record my voice on the Rix Wiki to help people learn about my life and my job
ATech helps us to connect to each other
It is important to learn how to use ATech properly so you can use it to communicate with people and your voice can be heard
ATech means that I can work independently, and I don’t need other people to help me do my job
We are excited to announce that the Rix inclusive hackathon is returning in summer 2025!
The hackathon is an event where we talk about challenges faced by people with lived experience of disability and difference, and then think of creative ways to solve them, together.
You can read about RIX Hackathon20 and watch our video of last year’s event to give you an idea of how exciting, creative and inclusive the day was.
In December 2024, I had the privilege of travelling to Luxor, Egypt, with Ajay, our brilliant Wiki Master, and three students with lived experience of learning differences and difficulties. Our mission was to represent the University of East London at the Disability Awareness Symposium organised by the Egyptian Ministry of Education.
This symposium brought together representatives from universities around the world to exchange ideas, share best practices, and work towards greater inclusion.
The central aim of our participation was to raise awareness about the RIX approach to inclusion and explore how our methods could inspire change in higher education systems globally. I was honoured to deliver a keynote lecture, Barriers and Solutions: Transforming Education for Inclusion, which emphasised the importance of accessible tools and technologies such as the RIX Wiki, our multimedia advocacy approach, person centred practice and the collaborative partnerships. In my lecture I highlighted the power of multimedia advocacy and accessible technologies to amplify the voices of people with disabilities. I also discussed the need for building more inclusive environments and the need for cross-sector collaboration to create a more equitable future for all.
Ajay and Gosia presenting at the symposium with interpreter and signer
This presentation coincided with the Disability Awareness Month, a period dedicated to reflection and action on fostering inclusivity. Sharing our expertise during this significant event gave us an incredible opportunity to start a dialogue with the Egyptian Ministry of Education and other universities. Together, we explored how the RIX approach could be embedded more firmly into their higher education systems, ensuring greater opportunities for all members of society.
Beyond the conference, the trip offered our group a rich cultural experience. The students had the chance to visit some of Luxor’s most iconic historical sites, including the breathtaking Karnak Temple, Luxor Temple, and the Valley of the Kings. For many, this was a journey of discovery, growth, and self-reflection.
We had the chance to visit some of Egypt’s historical sights including the Luxor temple
The group supported each other through various challenges, ensuring that everyone could fully participate and make the most of this experience. It was heartwarming to see how teamwork and mutual encouragement empowered each individual to overcome obstacles and thrive.
The group supported each other through various challenges
The students shared their thoughts on what the trip meant to them
“This was my first trip without my sister. I loved it” Esther
“I am so happy I got the chance to be part of this trip. It was awesome!” Adrianne
“For me, this is a life-changing experience. I never thought I could do the things I have done. The trip boosted my confidence and inspired me to do the things I enjoy again.” Ayo
This visit marked the beginning of exciting partnerships with the Egyptian Ministry of Education and opened doors to discussions on how inclusive practices can transform education. We are proud to have shared the RIX approach and to have planted seeds for future collaboration. The trip also reaffirmed our belief that inclusion is not just a goal but a journey—one enriched by cultural exchange, mutual learning, and a shared commitment to equity.
As we reflect on this incredible experience, we look forward to building on these relationships and continuing to create opportunities for all, ensuring that no one is left behind.
Gosia Kwiatkowska, Associate Professor, RIX Director
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