Children with disabilities (CwD) often face significant challenges in their education. In Indonesia, nearly 30% of CwD lack access to education due to exclusion from the system and discrimination during enrollment.

To address these issues, Empatika and Total Mind Learning conducted a study focusing on the experiences and needs of parents and caregivers in supporting their children’s early development, including through assistive technology (AT). The research explored factors within the school and home environment, as well as local policies affecting CwD, providing insights into interactions between parents, their children, and various services meant to support them.

This study represents the first phase of a World Bank project aimed at supporting parental engagement in early childhood education (ECE) through AT in Indonesia. It will inform the development of a caregiver education program in the project's second phase.

Some of the key insights included:

• Parents' experiences with CwD were primarily determined by their acceptance of their child's differences, the availability of information about CwD support, the capabilities of local doctors, the presence of supportive systems like therapists, and access to schools that offer tailored support for CwD. 

• Parents often experienced confusion and sadness upon learning of their child's disability, with feelings influenced by comments from neighbors and family. 

• Rural parents faced greater difficulties accessing helpful information, and those from lower socioeconomic backgrounds had more trouble processing available information.

• Interactions with healthcare providers were shaped by parents' familiarity with the local system, the clarity of doctors' explanations, and the availability of supportive care ecosystems for CwD. 

• While starting treatment was an important step, finding an appropriate and accepting school marked the most meaningful part of many parents' journeys.

• Challenges faced by parents in supporting their CwD learning journey included: (1) identifying children’s needs; (2) finding information and navigating the steps to get support; (3) getting treatment for children; (4) finding schools that support CwD learning needs; (5) a confusing support ecosystem, where CwD programs in many locations are limited or irregular, often with little coordination or integration between different government offices.