Introduction
"The
real miracle of technology may be the capacity it has to remove previously insurmountablebarriers
faced by persons with disabilities" -Simon
Technology has great potential in
providing access for all learners, and the ability to access the general
education curriculum. Assistive technology is a generic term that includes
assistive, adaptive,and rehabilitative devices for individuals with disabilities
and includes virtually anythingthat might be used to compensate for lack of
certain abilities, rangingfrom low-tech devices like crutches or a special grip
for a pen, to more advanced items like hearing aids and glasses, to high-tech
devices such as computers with specialized software forhelping dyslexics to
read (WHO, 2009).
Curriculum Adaptation and
Technology Integration
Access to the general education
curriculum involves the placement of students with disabilities ingeneral
education classrooms, which requires the adaptation of the curriculum content
so that itproves meaningful to every student as an equal participant in the
learning process.Assistive and instructional technologies are a part of the
larger research-based interventionstrategies, that in terms of the
accessibility to the general education curriculum, imply the modification of
the classroom like equipping students with disabilities with graphic organizers
orconcept mapping software, or allowing students who have difficulty writing to
respond verbally toa peer rather than producing a written assignment, use of
talking text readers, or specific assistivetechnology communication devices
designed for receptive and expressive communication to easelearning and equal
participation of all students with differential abilities
Assistive
technology has the potential to augment abilities and bypass or compensate
forbarriers that disabilities create. As educational reforms include the
applicationof technology to support and expand classroom curricula, assistive
technology can provide bothroutine and customized access to the general
curricula for students with disabilities.
Assistive Technology for Students
with Mobility Impairments
Students having difficulty with fine
motor skills may require larger keyboard while using a computer,an on-screen
keyboard or speech recognition programs to coordinate with their learningtasks.
The use of a standard keyboard in a computer with access to a 'mouth- or
head-stick,where the keys can be pressed with the pointing device can help
students with mobility impairments;while Track balls, head trackers and touch
screens can serve as suitable alternatives to thecomputer mouse. Software
utilities can create 'sticky keys' that electronically latch the SHIFT,CONTROL,
and other keys to allow sequential keystrokes to input commands that
normallyrequire two or more keys to be pressed simultaneously.
Students with mobility impairments,
using a wheel chair, may have their computer desksadjusted to a comfortable
height, to pull up to the computer to work. Keyboard guards can beused by
individuals with limited _ne motor control, and repositioning the keyboard and
monitormay help in enhancing accessibility; like mounting keyboards
perpendicular to tables or wheelchairtrays at head-height to assist individuals
with limited mobility using pointing devices to presskeys, and use of disk
guides for inserting and removing diskettes. Left-handed and
right-handedkeyboards available for individuals who need to operate the
computer with one hand, have theprovision of more efficient key arrangements,
than standard keyboards designed for two-handedusers.
For users with severe mobility
impairments, keyboard emulation, including scanning and Morsecode input, can be
used with special switches that make use of at least one muscle over whichthe
individual has voluntary control like - head, finger, knee, or mouth. In
scanning input, lightsor cursors scan letters, and symbols are displayed on
computer screens or external devices, wherehundreds of switches tailor input
devices to individual needs. Speech recognition systems allowusers to control
computers by speaking words and letters, where a particular system is
'trained'to recognize specific voices. Abbreviation expansion and word
prediction software can also helpin reducing input demands for commonly used
text and keyboard commands; and on-screen helpmay assist in efficient access to
user guides for individuals who are unable to turn pages in books.
Architectural or physical
environmental barriers like the absence of ramps, elevators, automaticdoors,
Braille signage, and telecommunication devices, are also seen to deter and restrictthe
participation of students with disabilities. Therefore, infrastructural changes
and adjustmentsin the schools and educational institutions (Campbell, 1989),
like the availability of ramps; accessibilityto classroom, workspace and labs
through lifts; washrooms having counters and sinks withadjustable heights can
be ensured through applicability of universal design for ease in
accessibility,and can help address the hidden barriers preventing the equal
access and participation ofstudents with mobility impairments in education and
social life.
Assistive Technology for Students
with Visual Impairment/Blindness
Visually impaired students have
difficulty accessing visual material in printed form or on thecomputer screen,
where standard keyboards can aid in accessing Braille input devices, with
Braillekey labels assisting with the keyboard use. The OBR (Optical Braille
Recognition) software canenable users having visual impairment to read Braille
documents on a standard A4 scanner, scanthe Braille document, analyze the dot
pattern, translate the text, and present it on the computerscreen. Refreshable
Braille displays allow line-by-line translation of screen text into Braille,
whichcan help in detailed editing. The Braille printers provide the 'hard copy'
output for the visuallyimpaired users. Scanners with optical character
recognition can read printed material; whichcan then be stored electronically
on computers, and be read using speech synthesis, or printedusing Braille
translation software and Braille printers. Such systems provide independent
accessto journals, syllabi, and homework assignments for the visually impaired
students. Speech outputsystems can be used to read screen text, while the
screen readers or the text-to-speech softwarelike JAWS (Job Access with Speech)
can help the user in adjusting the volume, pitch and speedof reading, and in
choosing or adjusting to a male or female voice according to their preference.
Screen readers including navigation
tools allow users to skip from headline to headline, or categoryto category
while reading. Using the synthetic speech, the computer can read text
passages,analyze the phonetic structure of words and attempt re-constructing
words by putting together astring of synthetic phonemes, ensuring easy understandability
of the message by the student. Theuse of earphones for individuals using speech
output systems can reduce and limit the distractionsfor other individuals
present.
Audio materials like talking books
and audio cassettes of recorded lessons can be used bystudents with visual
impairment. The use of sophisticated audio devices, CD players,
cassetteplayers, and recording machines can be used to record lectures, books
and other study materialsand help students in submitting their assignments in audio
formats. The descriptive video servicewith a narrative verbal description of
the visual elements displayed on the screen enables thestudents to
automatically hear the descriptions of all the visual elements, providing the
studentswith visual impairment an opportunity for better socialization and
knowledge building (Petty, 2012).
Assistive Technology for Students
with Low Vision
Students with low vision may find
the standard size of letters on the computer screen or printeddocuments too
small to read, while some may also not be able to distinguish one color from
another.Use of large print key labels, special equipment for the modification
of display or printeroutput, computer-generated symbols, both text and graphics
enlarged on the monitor or printer,can prove useful to students with low
vision, especially in using standard word processing, electronicmail,
spreadsheet, and other software applications. Adjusting the color of the
monitoror changing the foreground and background colors, through special software
like reversing thescreen from black on white to white on black for individuals
who are light sensitive, can helpimprove access and readability. Anti-glare
screens can make screens easier to read, while voiceoutput systems can also be
used by people with low vision. The printed material can be readby scanners
with optical character recognition and stored electronically on computers,
where itcan be read using speech synthesis or printed in large print. Assistive
devices that are suitablefor students with low vision may be used to aid in efficient
learning like close circuit television,magnifying glasses and hand magnifiers,
Braille language, talking calculators and tape recordings(Burgstahler, 1992).
Assistive Technology for Students
with Hearing and/or Speech Impairments
Word processing and educational
software may help hearing impaired students in developing writingskills.
Alternatives to audio output can assist the hearing-impaired computer user, in
placeof using a standard keyboard and mouse. Advanced speech synthesizers may
act as substitutevoices, providing a compensatory tool for students who cannot
communicate verbally. Studentswith portable systems can participate in class
discussions once adapted computers provide themwith intelligible speaking voices.
Students with hearing and/or speech impairments can use standardwritten or
on-screen documentation without difficulty, with the development of
adequatespeech and language patterns using supportive aids like recorded tapes,
speech trainers, photoalbums, articulation charts, concrete objects and other
visual cues, for language learning, speechtraining, and speech correction.
While 'text-telephones' can help in allowing phone conversationsto be typed and
read rather than be spoken and heard, the 'computerized speech recognition software
allows the computer to change a spoken message into a readable text document
that canbe easily read by the hearing impaired students.
Assistive Technology for Students
with Specific Learning Disabilities
For students having Specific
Learning Disabilities, educational software can help in skill building, by offering
multisensory experiences, positive reinforcement, individualized instruction,
andrepetition. Students having difficulty processing written information can complete
writing assignmentsand tutorial lessons with the aid of computers, like the
standard word processor may provea valuable tool for students with Dysgraphia,
an inability to write legibly. Quiet work areas andear protectors may make
computer input easier for students who are hypersensitive to backgroundnoise
and get easily distracted. Adaptive devices like large print displays,
alternative colors onthe computer screen, and voice output can help in
compensating reading problems. 'ElectronicMath Sheets' help in the
organization, alignment and working of the Math problems on a computerscreen,
where the numbers appearing can be read aloud through the speech synthesizer,
helping students facing difficulty in aligning Math problems using pencil and a
paper. Softwarelike 'Abbreviation expanders' can prove helpful with word
processing to create, store, and re-useabbreviations for frequently used words
or phrases, to ensure proper spellings for students who have difficulty in
writing. The Paper-based Pen technology, can record andlink audio to what the
student writes using the pen and the special paper, enabling note-takingwhile
recording the teacher's lecture simultaneously, which the student can also
listen to later bytouching the pen to the corresponding handwriting or
diagrams. This technology proves useful forstudents struggling with listening,
writing, memory and reading skills. Students having difficultyinterpreting
visual material can improve comprehension and the ability to identify and
correct errorswhen words are spoken or printed in large fonts. Computer
documentation in electronic formsmay be used with enlarged character and voice
synthesis devices to ensure better accessibility tothose with reading difficulties.
Assistive technology has a major
role in remediating and compensating the performance deficitsexperienced by
students, enhancing the students' performance; and ensuring effective
evaluationas an accommodation during testing, offering adequate solutions when
an extended evaluation isneeded. Effective technology integration in education
can therefore help in addressing the functionalbarriers experienced by students
with disabilities, providing them with equitable learningopportunities and a
leveled field to rightly exhibit their differential abilities, through
provision ofnecessary support and an equally accessible learning environment to
all.
Conclusion
Inclusion or integration is an
important part of equal opportunity in education. Demands for inclusive
education have increased and fostered major changes to schooling and education.
Students with disabilities are educated alongside their peers within the local
community therefore mainstream schools are required to adapt to accommodate a
diverse group of students with a variety of needs. Approaches to the inclusion
of children and young people into mainstream classrooms, and the identification
and recognition of special educational needs, is an integral part of daily
school work. The wellbeing and actualization of developmental and learning potential
within a diverse student population is challenging the organization of learning
settings. Assistive Technology helps in the Full Inclusion of Children with
special in general classrooms.
References
·
Ahmad,
FouziaKhursheed (2014): "Assistive Provisions for the Education of
Studentswith Learning Disabilities in Delhi Schools." International
Journal of Fundamentaland Applied Research, vol.2, no 9. pp.9-16.
·
Ahmad,
FouziaKhursheed (2015a): "Challenging Exclusion: Issues and Concerns
inInclusive Education in India." Researchpaedia, vol.2, no.1, pp.15-32.
·
Ahmad,
FouziaKhursheed (2015b): "Exploring the Invisible: Issues in
Identificationand Assessment of Students with Learning Disabilities in
India." Transcience: AJournal of Global Studies vol.6, no 1. pp. 91-107.
·
Burgstahler,
Sheryl. (1992): Computing Services for Disabled Students in Institutionsof
Higher Education. Ph. D. Dissertation. University of Washington.
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Campbell, P.H.
(1989): Students with physical disabilities. In R. Gaylord-Ross
(Ed.),Integration strategies for students with handicaps (pp. 53-76).
Baltimore, MD:Brooks.
disabilities/technology/en/
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Petty, R. E.
(2012): Technology Access in the Workplace and Higher Education forPersons with
Visual Impairments: An Examination of Barriers and Discussion ofSolutions.
Independent Living Research Utilization at TIRR: Houston, Texas.
·
WHO (2009):
"Assistive devices/technologies", Available at: http://www.who.int/
Very very informative
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