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THE ROLE OF ASSISTIVE TECHNOLOGIES

In the past 20 years, the uses of technology have changed and the classroom has adapted to allow for the acceptance of technology to assist learning (Wan, 2015). In today’s classroom setting, technology plays a huge role and technology has become more than just something to assist in learning - it has become something that facilitates learning (Wan, 2015). There are various platforms that can be found online, such as Moodle and Khan Academy, and they are flexible and allow for incorporation into lessons. When considering technology within the classroom, it is imperative to insure that the technology is being weaved into the pedagogical approach of the teacher to ensure effective lessons that are supported by technology.

What it is

Assistive technology is a tool, equipment or product adapted or specifically designed to help improve the functioning of a person with a disability (Borg, Larsson & Östergren, 2011; Lancioni, 2013). Within the classroom, assistive technology  is something that can be utilized to create an inclusive classroom that promotes equity and success for all - regardless of their starting point. There is compelling, long-term evidence that student achievement can be increased with the implementation of effective technology (Ontario Ministry of Education, 2014). The challenge, then, becomes which assistive technology to implement in each individual case, because the options are so vast at this point in time (Lancioni, 2013). Although the options are vast, often the cost becomes a barrier and that results in school boards not willing to consider some options (Stone-MacDonald, 2015).

The exceptionalities that can be seen within classrooms are plentiful and so are the technologies that students use. There are two major groups of students who would need to use assistive technology to help them succeed:

  • Those with a combination of motor and sensory-motor and communication exceptionalities but little to no intellectual concerns. The assistive technology that may be implemented for these students are things such as modified keyboards, electronic pointing instruments, onscreen keyboards and text-to-speech devices (Lancioni, 2013).

  • Those with severe intellectual exceptionalities or combinations of motor and sensory-motor impairment and intellectual exceptionalities or consciousness disorders (Lancioni, 2013). The assistive technology that can be utilized for these students would be things like microswitches, speech generating devices, spacial orientation systems, computer-aided instruction systems or microswitch clusters (Lancioni, 2013).

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"Months after he was born, in 1948, Ron McCallum became blind. In this charming, moving talk, he shows how he is able to read — and celebrates the progression of clever tools and adaptive computer technologies that make it possible. With their help, and that of generous volunteers, he's become a lawyer, an academic, and, most of all, a voracious reader. Welcome to the blind reading revolution." (TED, 2013)

Areas of Consideration for a Teacher

The Ontario Ministry of Education (2014), outlines key ideas for teachers to consider when trying to effectively incorporate assistive technology into the classroom.

  • Give students, teacher and parents the opportunity to explore

  • Provide students the opportunities to use available assistive devices  

  • Use assistive technology regularly, within the classroom

  • Do not be afraid

  • Evaluate assistive technology and teacher’s readiness to effectively use it

  • Research indicates that technology can support student engagement and and achievement in literacy

 

Students with exceptionalities in various places of the world are often denied human rights, such as education, because of their exceptionality (Borg et al. 2011). In Canada, it is not as much of an issue as it is in other areas of the world, however it is important for educators to take into account the rights of students and how their exceptionalities can be accommodated to allow for success. In a social context, participation is a precursor to development and learning (Øien, Fallang & Østensjø, 2015). Often, assistive technologies become much more than just a tool that a student uses, is becomes part of their identity (Øien, Fallang & Østensjø, 2015). With this in mind, it is important that teachers consider the student’s identity when creating an inclusive environment within the classroom. To incorporate assistive technology into the classroom, there are a multitude of resources online that teachers can access:

 

Although there are numerous resources that are at the fingertips of teachers, it is important to incorporate it in a meaningful way that promotes success. In Robin Lock and Kara Kingsley’s article Empower Diverse Learners With Educational Technology and Digital Media, they outline 20 ways that teachers can harness the technology to ensure students become active and empowered learners. Below is a link to the insightful article:

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When considering whether technology within the classroom is viable, it is also important to think about the digital divide and whether technology will create a more inclusive environment, or the complete opposite. The digital divide is the divide between the access to technology between the privileged and the underprivileged in society (Anthony & Padmanabhan, 2010). The digital divide is something that is a huge consideration for teachers because the cost of assistive technologies can become overwhelming for families of students with exceptionalities.

Use of Technology

Over the years technology has developed and progressed at rapid rates, which has resulted in an increased amount of assistive technology that is available for consumption (Lancioni, 2013). With this in mind, the way that the technology is incorporated into learning goes hand-in-hand with the actual technology to create an effective learning experience (Lancioni, 2013). The growth in assistive technology is seen as a sign that there is a growing understanding that no one should be left behind as well as an attempt to provide the people who would have previously been left behind, the opportunity to be involved in a more inclusive society (Lancioni, 2013). Through use of assistive technologies, students can develop both socially and personally to gain further success in life (Lancioni, 2013).

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