TECHNOLOGY – A Boon to Persons with Learning
Difficulties
What Is Assistive Technology?
Assistive
technology can be defined as any item, piece of equipment or system that
helps people bypass, work around or compensate for learning difficulties. Assistive
technology is an umbrella term, which can be divided into two main
groups: hardware and software. Hardware refers to actual
equipment. Eg: Tape recorders and Calculators.
Software refers to the programs that run on computers, telling
the computers what to do.
The purpose of
assistive technology is to work around specific deficits, rather than fixing
them. It helps people with learning differences reach their full potential and
live satisfying, rewarding lives. Assistive technology, however, should be a
part of an overall program to help individuals with learning differences.
Why Use Assistive Technology?
Learning
disabilities are professionally diagnosed learning difficulties— with
reading, writing, speaking, listening, spelling, reasoning or math—that are the
result of a presumed central nervous system dysfunction. Learning disabilities
are neither cured nor outgrown. Children with learning differences grow up to
be adults with learning differences. However, with hard work and helpful tools,
children with learning differences can greatly improve their success in these
areas. Assistive technology is one such tool.
Although we tend to
think of learning differences in terms of the school setting, individuals with learning
differences must also function at home, in the workplace, at social gatherings
and in recreational activities. Easily portable tools—many of which are pocket-sized—allow
individuals to bring a bypass strategy into many different settings.
Types of Assistive
Technology:
Written Language Technologies
Word processors are computer-based writing systems that
enable the user to type text onto a computer screen before printing on paper.
In this way, the user can easily remove or add words, move sentences, and
correct punctuation and spelling. Text is also easily underlined, boldfaced or centered.
The ability to rearrange text in these ways may help reduce a writer’s fear of
making errors, since the text can be changed easily. This frees the user to
focus on what she wants to express, rather than on making the paper error-free.
Spell
checkers are part of most
word processing programs. They are also available as stand-alone desktop and
pocket-size tools. Those attached to word processors scan a written document,
show the user (usually by visually highlighting the word) any misspelled words,
and offer a list of suggestions for the correctly-spelled word. Stand-alone
spell checkers require users to enter the word (the way they think it is
spelled) on a small keyboard. Some devices will simply verify and correct the
spelling on a small screen; others offer a complete dictionary and thesaurus.
Other devices actually “speak” the words by means of a speech synthesizer,
allowing the user to hear as well as see text.
Proofreading
programs are sometimes called “grammar
checkers”. They are used in combination with word processing programs to check
for errors in grammar, punctuation, capitalization and word usage. Suspected
errors are identified on the computer monitor, and the user is given a chance
to correct them before printing the document.
Speech
synthesizers,
together with screen review software, enable the user to hear text on a
computer screen spoken aloud. Words are spoken in a computerized or “synthetic”
voice through a sound card installed either inside or outside the computer. Users
can review text they have written by reading it on the computer screen while,
at the same time, hearing the words spoken aloud. Hearing the text may help
persons catch writing errors—such as problems with grammar, or words that have
been left out—that they might not have noticed by reading it. Speech synthesis is
especially helpful to those who are better listeners than readers.
Speech
recognition systems
allow a person to operate a computer by speaking to it. In combination with a
word processor, the user dictates to the system through a microphone. The
spoken words then appear as text on the computer screen. There are two basic
types of systems: discrete and continuous speech. Discrete systems require a
short pause of approximately 1/10 of a second between words. Continuous speech
systems allow the user to dictate without pausing between words. If speech recognition
systems incorrectly recognize a word, the user can choose the correct word from
a list of similar sounding words displayed on the screen.
Outlining
programs, which are now included as part of
many word processing programs, help the user create outlines. With just a few simple
key strokes (or clicks with the mouse), the program automatically creates Roman
numerals for major headings, and letters and numbers for minor headings. If the
user decides to move text around, the program reorganizes the Roman numerals,
letters and numbers for the headings.
Brain
storming/Mind mapping programs
enables writers to create a diagram of their ideas before writing an outline.
First, the user types a main idea into the computer. That idea is displayed on
the computer screen. Then the user types in related ideas that appear in
different shapes—such as circles, ovals or rectangles—surrounding the main
idea. Ideas can be linked with the main idea, or with each other, by lines.
Ideas are easily moved and placed into different groups. After the diagram is completed,
it can be changed to an outline automatically. This “free-form” graphic
approach can be quite helpful to individuals who find it difficult to express their
ideas in writing.
Word prediction Word
prediction software can help a user during word processing by
"predicting" a word the user intends to type. Predictions are based
on spelling, syntax, and frequent/recent use. This prompts kids who struggle
with writing to use proper spelling, grammar, and word choices, with fewer
keystrokes.
Alternative
keyboards allow the user to
customize the keyboard by changing the layout and appearance of the keys. For
example, in the standard position, the top row (of the alphabetic keys) starts
with Q-W-E-R-T-Y. Alternative keyboards allow users to create their own order.
For example, you can change the keys to go in alphabetical order, A-B-C-D-E-F.
The letters can also be made larger in size. Specific options depend on the
particular product. Individuals who have difficulty typing may find these
devices helpful.
Reading Technologies
Optical
character recognition (OCR)
systems, when combined with speech synthesis, might be thought of as reading
machines. The OCR enables the user to input hard copy text, such as books and
letters, directly into a computer. The computer— or, more specifically, the
speech synthesizer – reads the text back out loud. The OCR works with a
scanner. The scanner reads images and text from the printed page. Next, it
inputs the information into a computer file, and then onto a computer screen.
The OCR changes the printed text from the scanner into computer/electronic
text.
Tape
recorders can be used to play
audio taped text. Persons with reading differences can work around their
problems by listening to recorded text (books, journals, newspapers), rather
than reading it. Organizations offering audiotaped text generally require
verification of a learning disability from a qualified professional. Keep in
mind that not all audiotapes work on all tape recorders; they may have varying
speeds (1 7/8 ips, 15/16 ips) and formats (two-track, four-track). So check to
be sure that the tapes will work with your playback unit.
Variable
speech control (VSC)
tape recorders enable the listener to play audiotaped text faster or slower
than it was originally recorded, without losing the actual sounds of the words.
This feature may be quite useful for persons who understand spoken language better
when the material is presented at a slower pace. VSC tape recorders typically
allow listeners to slow down the original recording speed by 25% and increase
the playback speed up to 100%.
Listening Technologies
Personal
FM listening systems
bring a speaker’s voice directly into a listener’s ear by means of a small
transmitter unit (with a microphone), and an equally small receiver unit (with
a head- or ear-phone). These wireless systems make the speaker’s voice sound
stronger, which benefits those who have difficulty focusing on what a speaker
is saying. A dial on the receiver unit controls the volume.
Varied
tape recorders are
used to capture spoken information, such as a teacher’s instructions or a
classroom lecture. This permanent record allows people to refer back to an oral
presentation. People who have difficulty processing, understanding or
remembering what they hear may find this helpful. VSC tape recorders may be
particularly helpful, since they allow the user to slow down or speed up the
recording.
Organization / Memory Technologies
Personal
data managers are
available as software packages for a computer or as electronic hand-held
devices. They may be useful to persons with organizational or memory
difficulties. These managers provide a way to store and retrieve large amounts
of personal information easily. For example, a user could keep phone numbers,
addresses, important dates, appointments and reminders in a personal data
manager. The person enters information on a keyboard, keypad or a stylus, and
retrieves information the same way. The information is then displayed on a
computer monitor or small liquid crystal display (LCD).
Free-form
databases are software programs
that enable the user to type notes into the computer in much the same way as he
might write them down on a piece of paper. The note is displayed on the
computer screen and can be stored in the computer’s memory. Specific notes are retrieved
by typing in any piece of information contained in the note. For example,
“Mike,” “birth” or “Dec.” could be used to retrieve the note, “Mike’s birthday
is on December 8.” Such systems may be helpful to those persons who have
difficulty organizing and remembering important information.
Math Technologies
Talking
calculators use a
built-in speech synthesizer to speak number, symbol or operation keys as they
are pressed. They also read back answers from completed calculations. Hearing
the numbers or symbols may help some people find input errors, such as pressing
the wrong key. Also, hearing the answer aloud helps users double check for
errors that may have been made when copying numbers, such as transposing 91 for
19, or confusing a 6 with a 9.
Electronic
math worksheets can
help the user organize, align and navigate through basic math problems on a computer
screen. Addition, subtraction, multiplication and division problems are entered
via keyboard or mouse and automatically aligned to the correct vertical format.
Numbers on the screen can be read aloud by means of a speech synthesizer. These
software programs may be helpful for individuals who have difficulty organizing
and aligning math problems with pencil and paper.
Abbreviation expanders used
with word processing programs which allow a user to create, store, and re-use
abbreviate frequently-used words or phrases. This can save the user keystrokes
and ensure proper spelling of words and phrases he has coded as abbreviations.
Electronic math work sheets are
software programs that can help a user organize, align, and work through math
problems on a computer screen. Numbers that appear onscreen can also be read
aloud via a speech synthesizer. This may be helpful to people who have trouble
aligning math problems with pencil and paper.
Graphic organizers and outlining programs
help users who have trouble organizing and outlining information as they begin
a writing project. This type of program lets a user "dump"
information in an unstructured manner and later helps him organize the
information into appropriate categories and order.
Information/data managers tool
helps a person plan, organize, store, and retrieve his calendar, task list,
contact data, and other information in electronic form. Personal data managers
may be portable, hand-held devices, computer software, or a combination of
those tools working together by "sharing" data.
Conclusion:
Assistive
technology cannot fix or eliminate learning difficulties. However, by learning
to capitalize on their strengths and bypass their weaknesses, individuals with
learning differences can lead satisfying, successful lives. Thus assistive
technology helps increase the independence of persons with learning
differences.
References
·
Alliance for Technology Access. www.ataccess.org
·
The American Printing House for the Blind, Inc. www.aph.org
·
Center for Applied Special Technology (CAST) www.cast.org
·
Center on Disabilities at California State
University, Northridge. www.csun.edu/cod/
·
Closing the Gap www.closingthegap.com
·
International Society for Augmentative and
Alternative
Communication (ISAAC) www.isaac-online.org
·
Recording for the Blind and Dyslexic
(RFB&D) www.rfbd.org
·
RESNA Technical Assistance Project www.resna.org
·
http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
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