From the beginning of Term four, smart glasses will be banned in Western Australian public schools.
I understand why.
As a parent, community member and CEO of an organisation that supports people who are blind or have low vision, I recognise the genuine concerns about privacy, security and the appropriate use of emerging technology in schools. Those concerns deserve careful consideration and are rightly being scrutinised however we are here to advocate on behalf of the community we serve.
However, as this policy comes into effect, I fear we may be overlooking an important distinction.
For some children and students, smart glasses are not merely a gadget.
They are an important accessibility tool.
They are a way of accessing information, participating in learning and engaging with the world on a more equal footing with their peers.
At VisAbility, we work alongside people who are blind or have low vision every day. We help them develop skills, access services and identify assistive technology that can increase independence and inclusion in schools and across the community.
We have seen first-hand how rapidly technology is changing what is possible.
For a student with vision impairment, smart glasses can do far more than take photos or display information. They can read text aloud, describe surroundings, assist with navigation and provide access to information in real time. Importantly, they have the ability to do this hands-free, allowing a child to remain engaged in the classroom, move safely through the school environment and interact naturally with their teachers and friends.
For many students, that represents a level of independence that previous generations could only have imagined possible.
Education has always been about removing barriers to learning.
We build ramps so students can access buildings. We provide hearing supports so students can access lessons without barriers. We adapt learning materials so children with disability can participate more fully alongside their peers.
At VisAbility, we believe assistive technology should be viewed through exactly the same lens.
The challenge before us is not whether smart glasses can be misused. Many technologies can be. The key challenge is whether we can distinguish between inappropriate use and legitimate assistive use and as the voice of the community we serve, we believe we can.
The Department of Education has already recognised this by allowing principals to approve smart glasses for medical, accessibility or assistive technology purposes. That is an encouraging acknowledgement that not every use of this technology is the same and requires a blanket policy.
However, the success of that exemption will depend entirely on how it is implemented.
Families should not face uncertainty about whether their child’s access needs will be recognised at one school but questioned at another. Students should not have to repeatedly justify the use of a technology aid that helps them learn, navigate and participate more fully.
What is needed is a clear and practical framework that supports consistent decision-making across all schools. This is what we are advocating for on behalf of our clients and community.
That framework should involve guidance for principals, recognition of recommendations from qualified assistive technology specialists and a straightforward process for families seeking approval.
Most importantly, it should start from the principle that students with disability have a right to equitable access to education.
There is another aspect of this conversation that deserves attention.
Many assistive technologies are highly visible. They can make children feel different from their peers at an age when fitting in matters deeply.
Smart glasses are different.
They often look remarkably similar to conventional eyewear.
For a child who is already navigating the challenges of disability, being able to use technology that is discreet and socially acceptable can have a profound impact on confidence, self-esteem and belonging.
That benefit cannot be measured in dollars or policy documents, but it matters.
It matters to the student who wants to feel like every other child in the classroom.
It matters to the young person building their confidence and identity.
And it matters to families who want their children to have every opportunity to participate fully in school life.
Western Australia has an opportunity to demonstrate that privacy and accessibility are not competing priorities. We can protect students and staff while also ensuring that children with disability are not unintentionally left behind.
Good policy should never require us to choose between safety and inclusion.
The most effective solutions achieve both.
As technology continues to evolve, we will undoubtedly face more decisions like this. When we do, we must ensure that the voices of people with disability and those with lived experience are part of the conversation.
Because for some children, smart glasses are not about convenience.
They are about access.
They are about independence.
And they are about ensuring that every child, regardless of disability, has the opportunity to learn, participate and thrive.
Anna Presser CEO VisAbility and Guide Dogs WA/TAS
