{"id":17447,"date":"2026-11-10T20:06:26","date_gmt":"2026-11-10T20:06:26","guid":{"rendered":"https:\/\/www.rixinclusiveresearch.org\/?p=17447"},"modified":"2026-11-10T20:08:45","modified_gmt":"2026-11-10T20:08:45","slug":"rix-at-the-autism-and-sen-show-africa-2026","status":"publish","type":"post","link":"https:\/\/www.rixinclusiveresearch.org\/uz\/rix-at-the-autism-and-sen-show-africa-2026\/","title":{"rendered":"RIX at the Autism and SEN Show Africa 2026"},"content":{"rendered":"

Keynotes and resources for inclusive learning<\/span><\/p>\n

For the second year, the organisers of the Autism and SEN Show Africa are partnering with the Rix Inclusive Research Institute at the University of East London to explore how technology can support more inclusive teaching and learning.<\/p>\n

The 2026 show brings together parents, carers, educators, health and social care professionals, and advocates from across Africa. The event takes place at Google Accra in Accra, Ghana, and online from 11 to 13 November, with an online-only programme on 14 November.<\/p>\n

Event programme and information<\/a><\/p>\n

\"Google<\/a>
The Autism & SEN Show Africa 2026 is taking place at Google Accra in Ghana<\/figcaption><\/figure>\n

RIX\u2019s involvement reflects our commitment to international collaboration that advances the rights, participation and opportunities of disabled and neurodivergent people.<\/p>\n

Two complementary keynote addresses<\/h2>\n

Being the best version of yourself<\/strong><\/a><\/span><\/p>\n

Craig Wilkie \u2014 technology and ADHD<\/strong><\/p>\n

Craig explores getting started, managing attention and being understood. Drawing on his educational and personal experience, he considers practical ways to organise ideas, structure tasks and adapt learning environments, with students as partners in identifying what helps.<\/p>\n

Getting unstuck<\/strong><\/a><\/span><\/p>\n

Gosia Kwiatkowska \u2014 student voice, multimedia advocacy and inclusive learning<\/strong><\/p>\n

Gosia asks what happens when a student becomes ‘stuck’ and how teachers can create a meaningful route forward. Her keynote connects person-centred and student-centred practice with multimedia advocacy, Universal Design for Learning and Test, and colleagues\u2019 self-advocacy framework. It then focuses on dyslexia, with a conversation and technology demonstrations involving Kathryn Stowell.<\/p>\n

Recordings and presentation materials<\/h2>\n

Recording links and presentation materials will be shared through the event organisers as they become available.<\/p>\n

This guide brings together resources for both keynotes and additional dyslexia software to explore.<\/p>\n

Resources for the ADHD keynote<\/h2>\n

The tools below cover the areas discussed by Gosia and Craig. Their usefulness depends on the learner, the task and the support available. Some offer free access or versions, while others require payment or an institutional licence.<\/p>\n

Breaks and time<\/h3>\n

BreakTime<\/a>
\nWorkrave<\/a>
\nBreakTimer<\/a><\/p>\n

Practical starting point: Set reminders to pause, move or rest. Check device compatibility and agree reminders with the learner.<\/p>\n

Work sessions<\/h3>\n

Focus Keeper<\/a><\/p>\n

Practical starting point: Try a visible timer for a manageable work period followed by a break. Adapt the timing to the individual.<\/p>\n

Organising ideas<\/h3>\n

Ayoa<\/a><\/p>\n

Practical starting point: Create a mind map to collect ideas and develop a plan before starting a task.<\/p>\n

Mapping connections<\/h3>\n

Foramind<\/a><\/p>\n

Practical starting point: Organise ideas using linked topics, notes and images. Check any AI-generated content.<\/p>\n

Mind maps<\/h3>\n

Mindomo<\/a>
\nMindMup<\/a><\/p>\n

Practical starting point: Group key ideas and show relationships. A paper mind map is also an option.<\/p>\n

Tracking tasks<\/h3>\n

Trello<\/a><\/p>\n

Practical starting point: Use a small board to show what needs doing, what is underway and what is finished.<\/p>\n

Smaller steps<\/h3>\n

Goblin Tools<\/a><\/p>\n

Practical starting point: Use Magic ToDo to suggest smaller steps. Review the suggestions and adjust them with the student.<\/p>\n

Capturing print<\/h3>\n

Adobe Scan<\/a><\/p>\n

Practical starting point: Scan a handout. Optical character recognition can make text searchable; check the result for errors.<\/p>\n

Keeping notes<\/h3>\n

Google Keep<\/a>
\nMicrosoft OneNote<\/a><\/p>\n

Practical starting point: Collect notes, images and checklists in one place instead of relying on memory alone.<\/p>\n

Accessing text<\/h3>\n

Word Immersive Reader<\/a><\/p>\n

Practical starting point: Try read-aloud and available display options. Ask which settings help the student with the task.<\/p>\n

Background sound<\/h3>\n

Noisli<\/a><\/p>\n

Practical starting point: Try a chosen sound environment if the student finds it useful. Quiet may work better for others.<\/p>\n

Music choices<\/h3>\n

PlaylistAI<\/a><\/p>\n

Practical starting point: Create music playlists. This is an optional preference tool, rather than an established ADHD intervention.<\/p>\n

\"large<\/a>
The next step: From embracing neurodiversity to taking action<\/figcaption><\/figure>\n

Software to explore for dyslexic learners<\/h2>\n

These additional options support access to information, written expression and study organisation. Several are built into software a school may already use. Features vary by device, version, account and language; check access before buying anything new.<\/p>\n

Reading documents<\/h3>\n

Word Immersive Reader<\/a><\/p>\n

What to try with the learner: Listen to text and try the available spacing, focus or display settings. Discuss the meaning afterwards.<\/p>\n

Reading web pages<\/h3>\n

Chrome Reading mode<\/a><\/p>\n

What to try with the learner: Use a simplified reading view and read-aloud on supported pages. Availability varies by platform and page.<\/p>\n

Listening to files<\/h3>\n

NaturalReader<\/a><\/p>\n

What to try with the learner: Read supported digital files aloud. OCR options can convert images of text; feature limits depend on the plan.<\/p>\n

Literacy support<\/h3>\n

Read&Write<\/a><\/p>\n

What to try with the learner: Explore text-to-speech, dictionaries and writing supports. Available features depend on the platform and licence.<\/p>\n

Reading and checking<\/h3>\n

ClaroRead<\/a><\/p>\n

What to try with the learner: Explore reading aloud, speaking spell-check and OCR tools. Check the version and licence required.<\/p>\n

Dictating ideas<\/h3>\n

Word Dictate<\/a>
\nGoogle Docs voice typing<\/a><\/p>\n

What to try with the learner: Speak a short response, then teach the student to review and correct it. Check microphone, connection and language support.<\/p>\n

Proofreading<\/h3>\n

Microsoft Editor<\/a><\/p>\n

What to try with the learner: Review spelling and grammar suggestions. Discuss corrections and preserve the student\u2019s intended meaning.<\/p>\n

Planning writing<\/h3>\n

Ayoa<\/a>
\nMindomo<\/a>
\nMindMup<\/a><\/p>\n

What to try with the learner: Plan a story, explanation or essay using key words and connections before developing sentences.<\/p>\n

Study organisation<\/h3>\n

OneNote<\/a>
\nGoogle Keep<\/a>
\nAdobe Scan<\/a><\/p>\n

What to try with the learner: Keep instructions and accessible study materials together. Check that scanned text works with the chosen reader.<\/p>\n

Text-to-speech reads written text aloud. Speech-to-text turns spoken ideas into writing. OCR turns an image of printed text into machine-readable text. Each addresses a different barrier.<\/p>\n

 <\/p>\n

Putting the principles into practice<\/h2>\n

Student voice and multimedia advocacy<\/h3>\n

Multimedia advocacy uses media to help people express who they are, what matters to them and what they want to change. A student might choose a photograph of successful work, record an explanation of a barrier or create an \u201cAbout me\u201d profile. A RIX Wiki is one way to bring these contributions together [1, 2].<\/p>\n

The learner should help choose the content, who sees it and what happens next. Participation needs a listening audience and influence over decisions [3]. A digital profile becomes useful when it informs a response from the teacher or school.<\/p>\n

Inclusive teaching and self advocacy<\/h3>\n

UDL provides a framework for designing multiple means of engagement, representation, and action and expression [4]. Teachers can keep a shared learning goal while offering accessible routes into the task and appropriate levels of challenge.<\/p>\n

Test and colleagues identify knowledge of self, knowledge of rights, communication and leadership as components of self-advocacy [5]. Their intervention review provides preliminary evidence that these skills can be taught [6]. Students need opportunities to practise, while schools remain responsible for accessible teaching and support.<\/p>\n

A manageable first trial<\/h3>\n

Ask the student<\/strong>. Identify one difficult task and what they already find helpful.<\/p>\n

Choose a support<\/strong>. Try one feature against a clear learning goal. Model it and allow supported practice.<\/p>\n

Check learning and experience<\/strong>. Look at what the student understands or can do, and ask about effort, confidence and preference.<\/p>\n

Review together.<\/strong> Keep, adapt or replace the support. Provide a low-tech alternative where devices or connectivity are limited.<\/p>\n

Dyslexic learners have varied profiles [7]. A meta-analysis found that text-to-speech and related read-aloud tools may support reading comprehension, although results varied [8]. Access tools should sit alongside appropriate teaching in reading and spelling. They do not guarantee better marks or remove the need for individual support.<\/p>\n

 <\/p>\n

RIX resources<\/h2>\n

Rix Inclusive Research<\/a><\/p>\n

RIX Wiki and multimedia advocacy<\/a><\/p>\n

Rix Inclusive Education Toolkit and ADHD guide<\/a><\/p>\n

RIX and UEL do not endorse third-party products. Check current features, costs, accessibility, age requirements and school permissions before use. Follow the school\u2019s data protection arrangements, and review AI-generated content with the learner.<\/p>\n

 <\/p>\n

Academic references and further reading<\/h2>\n

The keynote draws on the following research and guidance. Product links in the resource tables lead to provider information; descriptions of features are separate from evidence of learning outcomes.<\/p>\n

1. Watts, P., Kwiatkowska, G. and Minnion, A. (2023). Using multimedia technology to enhance self-advocacy of people with intellectual disabilities: Introducing a theoretical framework for Multimedia Advocacy. Journal of Applied Research in Intellectual Disabilities, 36(4), 739\u2013749. https:\/\/doi.org\/10.1111\/jar.13107<\/a><\/p>\n

2. Kwiatkowska, G., Minnion, A. and Finch, J. (2021). The RIX Wiki: the use of multimedia advocacy to support person-centred planning in a special needs secondary school \u2013 implications for current policy and practice. Support for Learning, 36(4), 512\u2013531. https:\/\/doi.org\/10.1111\/1467-9604.12378<\/a><\/p>\n

3. Lundy, L. (2007). Voice is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927\u2013942. https:\/\/doi.org\/10.1080\/01411920701657033<\/a><\/p>\n

4. CAST (2024). CAST Universal Design for Learning Guidelines version 3.0. https:\/\/udlguidelines.cast.org\/<\/a><\/p>\n

5. Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M. and Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26(1), 43\u201354. https:\/\/doi.org\/10.1177\/07419325050260010601<\/a><\/p>\n

6. Test, D. W., Fowler, C. H., Brewer, D. M. and Wood, W. M. (2005). A content and methodological review of self-advocacy intervention studies. Exceptional Children, 72(1), 101\u2013125. https:\/\/doi.org\/10.1177\/001440290507200106<\/a><\/p>\n

7. Carroll, J. M., Holden, C., Kirby, P., Thompson, P. A., Snowling, M. J. and the Dyslexia Delphi Panel (2025). Toward a consensus on dyslexia: findings from a Delphi study. Journal of Child Psychology and Psychiatry, 66(7), 1065\u20131076. https:\/\/doi.org\/10.1111\/jcpp.14123<\/a><\/p>\n

8. Wood, S. G., Moxley, J. H., Tighe, E. L. and Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73\u201384. https:\/\/doi.org\/10.1177\/0022219416688170<\/a><\/p>\n

9. Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113\u2013143. https:\/\/doi.org\/10.3102\/003465430298563<\/a><\/p>\n

10. Soderstrom, N. C. and Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10(2), 176\u2013199. https:\/\/doi.org\/10.1177\/1745691615569000<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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