Improving Assistive Technology Governance for Inclusive Education: A COBIT 2019 Evaluation of NVDA Implementation in Indonesia

Abstract

The effective governance of assistive technology is essential for promoting equitable access to digital learning in inclusive education, particularly for students with visual impairments. NonVisual Desktop Access (NVDA), an open-source screen reader, enables visually impaired students to interact with digital content and computer-based learning environments. However, the effectiveness of its implementation depends not only on the technical functionality of the software but also on institutional governance, teacher competencies, infrastructure readiness, and the availability of appropriate support mechanisms. This study aims to evaluate the governance of NVDA implementation in Informatics learning for visually impaired students at SMP Negeri 2 Lubuk Pakam, Indonesia, using the COBIT 2019 framework. A case study approach is employed through document analysis, observation of learning activities, and semi-structured interviews with relevant stakeholders, including school administrators, Informatics teachers, and personnel involved in supporting inclusive education. Selected COBIT 2019 governance and management objectives are examined in accordance with the institutional context, with particular attention to capability levels, governance gaps, and opportunities for improvement. The analysis is designed to identify organizational and operational factors that influence the accessibility and sustainability of NVDA-supported learning. The expected outcome is a set of evidence-based recommendations and prioritized improvement strategies for strengthening assistive technology governance, enhancing institutional readiness, and supporting more accessible Informatics education. This study contributes a governance-oriented perspective to the implementation of screen-reader technology in inclusive schools and demonstrates how COBIT 2019 can be adapted as an evaluative framework for aligning assistive technology practices with educational accessibility objectives.