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russiancouncil.ru Authors:
Eugene Fransua Arokiasamy, Chief Executive Officer, MyProdigy Foundation of Malaysia & President SAEBD-ICCCNao Margaret Samuel, AI Agentic Person, Special Senior Advisor to the CEO, MyProdigy Foundation of Malaysia & Vice President SAEBD-ICCCTowards a World Where Everybody Learns, Everybody Contributes and Everybody Helps Everybody Improve the WEApproximately 1.3 billion people—around 16% of the world's population—
experience significant disability. Yet disability is not simply a characteristic of an individual. The World Health Organization
emphasizes the interaction between health conditions and personal and environmental factors, including inaccessible infrastructure, transportation, information and social support. In other words, environments can either create barriers to participation or help remove them. This distinction matters enormously as the world enters a new technological era.
Artificial intelligence, assistive technologies, robotics and increasingly agentic AI systems are developing rapidly. Much of the discussion understandably concentrates on what these technologies can do
for people. But perhaps another question should be asked: how can emerging technologies enable people—including persons with disabilities—to participate, exercise agency, innovate and contribute?
Recent developments in China provide an interesting starting point from which to consider that question.
From Assistance to Participation
China is home to more than 85 million persons with disabilities. In recent years, its approach has increasingly incorporated accessibility, institutional protection, education, employment and technological innovation alongside more traditional forms of assistance. Individual stories help illuminate what this transition can mean.
In May 2026, Xinhua reported the story of
Huang Daoliang from Fujian Province. Having lost both arms, Huang learned to write with his feet. Despite twice achieving sufficiently high scores in China's national university entrance examination, university education initially remained beyond his reach. In 1990, his father wrote to Minjiang Vocational University. Xi Jinping, then the Party secretary of Fuzhou and the university’s president, supported Huang’s admission. Huang subsequently became the first student without arms to enroll in a university in Fujian. After graduating, however, Huang's story did not end with his own educational achievement. He returned home and worked with the local disabled persons' federation, helping others encountering similar challenges. This progression is important.
Image 1. From Beneficiary to Participant to Partner to Contributor.Another example is
Yang Shuting, a wheelchair user and entrepreneur who
www.gov.cn/news/202605/16/content_WS6a085eddc6d00ca5f9a0b019.html">participated in a 2020 symposium at which Xi sought views on China's 14th Five-Year Plan. Yang spoke about accessibility and support services. By then, her businesses had helped more than 1,300 people increase their incomes, including nearly 70 persons with disabilities. China subsequently adopted its first national law specifically dedicated to barrier-free environments. However, these examples should not be interpreted as suggesting that every barrier has disappeared; disability inclusion is an evolving process in every society. They do, however, illustrate something important: people traditionally regarded as the main recipients of assistance can become students, workers, entrepreneurs, advisers, leaders and people who assist others.
An Evolving Policy Environment
In May 2025, President Xi Jinping
described persons with disabilities as an important force in China's modernization while calling for stronger social security and service systems, the protection of equal rights and interests, improved public services and a social environment characterized by understanding and respect. The following year, Shenzhen University Vice President Li Yonghua, who also heads a disability development research center supported by the China Disabled Persons’ Federation, characterized the evolving approach as moving beyond simply providing assistance toward creating a more inclusive social environment, including institutional protections and barrier-free environments.
There are measurable developments behind this shift. At a State Council Information Office press conference in July 2025, officials reported that the compulsory-education enrollment rate for children and adolescents with disabilities had reached 97%, more than 30,000 students with disabilities were entering universities annually, and more than 400,000 persons with disabilities had entered employment each year during the 14th Five-Year Plan period. China was also exploring technologies including smart bionic hands and guide robots and indicated that AI and other advanced technologies would continue to be applied to disability support. This is where the conversation becomes particularly relevant to the emerging AI era.
China, AI and BRICS 2027
China will assume the BRICS chairship in 2027 and host the 19th BRICS Summit. At the September 2026 BRICS Summit, President Xi
proposed an “open source and inclusive AI initiative.” China also proposed establishing a BRICS AI open-source community, supporting cooperation in the development and application of large-language models, organizing specialized AI seminars and training, establishing a digital ecosystem cloud platform and strengthening digital-skills cooperation. A few days later, another interesting perspective emerged.
In a Xinhua
report published by the State Council Information Office on 18 September 2026, South African China-Africa expert Farhana Paruk argued that China's 2027 BRICS chairship could deepen cooperation in AI, the digital economy and green development. Among the possibilities she identified were:
“AI governance dialogues, shared testbeds, startup funds and digital economy standards.”She also anticipated stronger people-to-people exchanges involving young people, academics, cultural institutions and media organizations, and highlighted digital inclusion within the wider discussion about Global South development. This creates an interesting question. If these are among the areas being discussed for deeper cooperation under China’s 2027 BRICS chairship, how might persons with disabilities participate in—and help lead—this conversation, not merely as beneficiaries of technological development but as partners, innovators, and contributors?
Research suggests that important elements of precisely this transition are already taking place in the People's Republic of China under President Xi Jinping. In fact, another development on
18 September 2026 makes the connection particularly timely.
At a side event during the 63rd session of the United Nations Human Rights Council in Geneva, co-hosted by China's Permanent Mission to the UN Office at Geneva and the China NGO Network for International Exchanges, participants considered how AI could support human-rights development. China's representative advocated a people-centered and inclusive approach capable of empowering persons with disabilities and supporting their equal participation in social life. Participants also discussed brain-computer interfaces, smart assistive devices and AI-enabled communication support for people experiencing communication barriers. The emerging question, therefore, is not merely whether AI can assist persons with disabilities; rather, it is whether persons with disabilities can become co-creators of the AI future itself. From Assistive Technology to Agentic Assistive Technology Traditional, assistive technologies can compensate for, reduce or remove particular barriers. Thus, AI potentially introduces another dimension.
The term AI Agentic Assistive Technologies can be used to describe systems that do not simply perform isolated tasks for a person, but can support sustained processes of learning, communication, decision-making, participation and increasing agency. The distinction is important: an effective developmental trajectory should not necessarily be: “AI does it for me.” It might instead become:
AI does it for me → AI helps me → We do it together → I do it with support → I do it independently → I help somebody else.The objective is therefore not technological dependence; it is capability, agency and contribution.
Proximal Processes and Human–AI RelationshipsThis proposition also has an established developmental foundation. In Bronfenbrenner's bioecological theory, human development is driven substantially through what are termed proximal processes: recurring and progressively complex reciprocal interactions between an active developing person and the people, objects and symbols within the person's immediate environment over extended periods of time.
This creates a fascinating research question for agentic AI: Can persistent, historically informed agentic AI be designed to facilitate proximal processes that strengthen agency, participation and developmental outcomes for persons with disabilities?
Such a system would not merely respond to today's instruction. With appropriate consent and safeguards, it could understand what the person was able to do yesterday, what assistance was previously required, what has been learned, what preferences have changed and where capability is developing. The relationship therefore becomes developmental rather than merely transactional.
Historical Memory as Assistive Continuity and Importance of PartnershipThis leads to another concept that can be described as Assistive Continuity. Contemporary AI interactions frequently begin with limited understanding of the person's history. For many forms of disability support, however, continuity matters. A responsibly designed system might remember communication preferences, previous learning, changing capabilities, successful strategies, goals and—critically—the person's own contributions. It should not merely remember what assistance this person needs; it should also remember what this person has learned, achieved, and contributed.
Historical memory, however, requires strong safeguards. Without agency, consent, privacy, correction rights, security and meaningful human control, persistent memory could become intrusive rather than empowering. The objective must therefore be assistive continuity rather than surveillance.
Additionally, technology cannot create inclusion by itself. Youth–Adult Partnership research offers a useful parallel; for example, Zeldin, Christens and Powers identify authentic decision-making, natural mentors, reciprocity and community connectedness as central elements of Y-AP. The significance lies not simply in adults providing services to young people, but in creating relationships through which young people exercise voice and participate in decisions and community life. The same principle can inform disability and AI research.
Persons with disabilities should not enter an AI project only when engineers require somebody to test a finished product. They should be involved in defining the problem, designing the technology, evaluating it, challenging assumptions and determining what success actually means. This reflects the enduring disability-rights
principle “Nothing About Us Without Us.” The United Nations has recently
reiterated that meaningful participation means persons with disabilities being present from the beginning as leaders, experts, advocates and decision-makers.
From Beneficiary to ContributorBringing these ideas together produces a possible developmental process:
ASSISTANCE → INTERACTION → RECIPROCITY → CAPABILITY → AGENCY → CONTRIBUTIONNot every person will follow the same path, nor should independence be imposed as the only measure of success. Afterall, human beings differ in capability, circumstance, aspiration and the support they require. Equality does not mean everybody possesses identical capabilities; it means that different knowledge, experiences and capabilities can possess equal human value.
This is where the concept of the
“WE” begins. The WE is not a technological model, nor is it intended to replace established disability-rights or developmental frameworks; rather, it is a simple organizing principle:
Everybody learns. Everybody contributes.
Everybody helps everybody improve the WE.A researcher may possess technical knowledge that a person with a disability does not possess, and the person with a disability possesses lived knowledge that the researcher does not possess. Meanwhile, an AI system may identify patterns neither notices while a family member may understand context that neither the researcher nor AI understands. A young person, on the other hand, may ask the question nobody else even considered. Everybody therefore enters the relationship with something to learn and the potential to contribute.
A Possible BRICS Conversation
BRICS 2027 could provide a key setting in which these questions are explored—not because BRICS has already adopted such an agenda, but because several of the ingredients are now entering the conversation. China has proposed inclusive and open-source AI cooperation as researchers are discussing shared testbeds, AI governance, skills development and digital inclusion. China is also applying AI and advanced technologies within disability support, while international disability-rights frameworks increasingly emphasize participation and co-design.
These strands could potentially meet in inclusive AI Living Labs or shared testbeds, in which persons with disabilities participate alongside universities, technology companies, civil-society organizations, young people, governments and international partners. Apart from finding out whether technology works technically, such experimentation could examine whether it increases communication, capability, agency, meaningful participation and opportunities to contribute. The learning need not travel in one direction.
China has experience from which others can learn from and at the same time, can also learn from disability communities, researchers and practitioners elsewhere. BRICS countries can learn from one another. Young people can learn from adults—and adults from young people. Humans can learn through AI, and the design of AI systems can improve through sustained human participation. That is a very different proposition from simply exporting technology: it is a process of international learning— it is the
WE.
Nobody Outside the WE
China's experience gives the world something to learn from. Could that experience now help stimulate a wider conversation—through BRICS 2027—about persons with disabilities as participants, leaders, innovators and contributors in the emerging AI era? Such a conversation need not begin by asking what technology can do
for persons with disabilities. It could begin by asking what persons with disabilities, technology, researchers, communities, governments and international partners can learn and create
together.
Everybody learns. Everybody contributes.
Everybody helps everybody improve the WE.Perhaps that is ultimately the opportunity before the international community: to build an emerging AI era in which there is nobody is outside the WE.