“Honestly, the impact these glasses have had on Xavier has been unimaginable.”
“Xavier is completely blind, and these glasses have made such a massive difference to his ability to access information and participate in his education more independently.”
“As his mum, it is hard to put into words what it means to see him able to do things for himself that he would otherwise need someone else to help him with.”
From Tracey, mum to Xavier, a Meta glasses user and a VisAbility client.
From the beginning of term four, smart glasses will be banned in Western Australian public schools.
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.
As well as speaking out for our community in WA, we also lend our voice to other organisations advocating on a national level. Vision 20/20s Voice for Vision campaign is asking governments across Australia to consider how emerging technologies should be regulated. It’s critical that the experiences of people who are blind or have low vision are part of that discussion, with legitimate assistive uses understood by policymakers so it doesn’t unintentionally create new barriers for people with disability.
For our young people easier access to 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.
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, our governments will undoubtedly face more decisions like this and we must ensure that the voices of people with disability and those with lived experience are part of the conversation.
Anna Presser CEO VisAbility and Guide Dogs WA/TAS
