New ways to read: how Accessible Digital Textbooks work
Children and adolescents with and without disabilities can approach literature and academic texts thanks to this tool.
In a world where diversity in the classroom is the norm rather than the exception, Accessible Digital Books (ADLs, also called ADT’s) emerge as an innovative tool to enrich the educational experience of children in Colombia. This initiative, promoted by UNICEF and the Ministry of National Education, not only responds to the principles of inclusive education, but also proposes a pedagogical transformation based on Universal Design for Learning (UDL)
Access to education is a fundamental right of children and adolescents, in which it doesn’t matter where they come from or where they are. However, those with disabilities face systemic barriers to study and learn.
ADT’s are much more than resources for students with disabilities. They are interactive, versatile and accessible digital books designed to accommodate different learning needs, pace and cultural contexts. They incorporate elements such as narration, sign language, audio description, easy reading, interactivity, and text highlighting, allowing each student to explore knowledge in his or her own way.
Since 2014, UNICEF has been implementing the accessible digital textbooks initiative as part of its global inclusive education program. This proposal seeks to ensure that children from early childhood to adolescence can be guaranteed their learning and that emphasis is placed on those living in emergency contexts, so that none of them is left behind.
We invite you to discover how ADT’s not only eliminate barriers, but also amplify learning possibilities for all, promoting a more just, participatory and meaningful education. Also, the potential of ADT’s as a tool for pedagogical innovation.
6 questions to learn more about accessible digital textbooks
1. What is an accessible digital textbook?
It is a book that allows all students to access the same educational content in alternative formats. It is an adapted version of the curriculum-based books used in classrooms. They differ in that they allow customization and combination of different functions: narration, sign language, interactivity, audio description of images, as well as other functions that adapt to different preferences, learning needs and access needs.
2. On which devices can it be used?
The textbook can be installed on an electronic device (tablet, computer, smartphone).
3. Is an internet connection needed every time the digital book is used?
No. Once the book has been downloaded to the device, the student can use it offline.
4. Are accessible digital books exclusively for people with disabilities?
No. Although alternative formats guarantee accessibility to information for students with visual disabilities (blind or low vision), students with hearing disabilities (deaf or low hearing), students with intellectual disabilities, students with autism spectrum disorder, and students who prefer to access information differently from the visual stimulus, it does not mean that it is exclusive for this type of population.
Although ADT’s are born as a response to the need for accessibility for students with disabilities, their design benefits the entire educational community. They are an innovative tool that enhances teacher creativity, promotes equity and ensures quality learning from a universal perspective.
The use of Accessible Digital Books ADT’s in the classroom is based on the guidelines of Universal Design for Learning (UDL), a pedagogical approach that seeks to eliminate barriers and provide multiple forms of access, participation and expression for all students.
5. What is the relationship between UDL and ADT’s?
UDL 3.0 proposes three key guidelines for designing a neuroscience-based learning experience:
- Designing multiple means of engagement (the what of learning),
- Designing multiple means of representation (the how of learning),
- Designing multiple means of action and expression (the why of learning).
ADT’s respond directly to these guidelines by integrating functionalities such as:
- Audio narration, pictograms, easy reading and sign language, which diversify the way information is presented.
- Interactivity and digital exercises allow students to maintain their motivation for learning and demonstrate what they know in different ways.
- Personalization of content, which promotes autonomy and active engagement with learning.
When a teacher plans a class with a UDL approach using an ADT, he or she is creating a more flexible, equitable and motivating learning environment. For example:
- Can adapt content for students who learn best visually, auditorily, or kinesthetically.
- It can facilitate the participation of students with or without disabilities, without the need to create parallel materials.
- It can foster collaborative work and peer-to-peer learning by allowing everyone to access the same content based on their own strengths.
6. What are the accessible digital books made in Colombia to date?
UNICEF promoted the development of the first three ADT’s in Colombia under the leadership of the Ministry of Education, the National Reading and Libraries Plan, and the technical leadership of INCI, INSOR and other organizations of persons with disabilities.
We thank the authors who gave their rights to facilitate the adaptation of the first digital stories:
A. Helena and a letter to her father - Yolanda Astrid Pino Rúa
It tells the story of Helena, a girl who, together with her teacher Simón and her classmates, discovers that there are many reasons why her stomach hurts. Some are associated with food, others with healthy lifestyle habits and others with emotions that manifest themselves in different ways in the body. Thanks to the support of her teacher, Helena finds a great opportunity to manage her emotions in a positive way. This book is part of the ‘Territorios Narrados’ collection of the Ministry of National Education.
B. A Chalupa for Juan - Yolanda Astrid Pino Rúa
It tells the story of Juan, who has received a wonderful birthday present: a chalupa built by his father and grandfather. Now he will be able to travel every corner of the jungle, go to the rural school where he learns every day and meets his teacher and classmates, or have fun with his brother. The chalupa reminds Juan of all his father's teachings about nature. This book is also part of the collection ‘Territorios Narrados’ (Narrated Territories), from the Ministry of National Education.
It tells the story of a dog, Momo, who had an accident while playing and hurt his leg, which is why he loses it. Despite only having three legs, his neighbor Omar gives him a new home. Together, they learn to adapt to their new situation, discovering how to do all the things that make dogs happy, even with only three legs.
Experiences in Colombia
Today, this initiative is being carried out in 5 other countries in the Latin American and Caribbean region (Dominican Republic, Uruguay, Paraguay, Nicaragua and Jamaica), as well as in countries in other regions, such as Bhutan and Nepal. In the case of Colombia, the Ministry of National Education, with the support of UNICEF and the Saldarriaga Concha Foundation, worked jointly with the Ministry of Equality (INSOR, INCI), the Ministry of Cultures, Arts and Knowledge, the Ministry of Information Technology and Communications, and the Colombian Institute of Family Welfare in the development of three accessible digital books during 2023 and 2024.
In May 2025, UNICEF Colombia led a pilot in coordination with the Secretary of Education of the municipality of Turbo, Antioquia, with three educational establishments, to evaluate its use in the initial literacy process of 620 children aged 6 to 9 years, including those with disabilities. Soon, it is expected that the accessible digital books can reach more schools in the country and support access to literature for children and adolescents.
Also, during the Bogota Book Fair 2025, UNICEF Colombia installed an experience point where children, adolescents and families could try first-hand the accessible digital books during the entire fair, in this space more than 250 people interacted, who in turn participated in a perception survey (see results here). Also, a discussion was held where these experiences with accessible digital books were explored by Nova Transmedia spokespersons and with the support of Fundalectura, as well as the participation of the author of ‘Momo’, Omar Castro.
