Assessing for Development, Emerging Knowledge, Intervention, and Modification: Using Assistive Technology

Assessing for Development, Emerging Knowledge, Intervention, and Modification: Using Assistive Technology

As educators, understanding that all children learn at a different pace through the use of various learning strategies is crucial.  For example, learning which takes place for autistic children and other children with disabilities should look quite different from those who do not have a disability. Assistive technology devices and programs have been created to assist with meeting the modifications and accommodations of children who require assistance with learning.

            According to Chukwuemeka and Samaila (2020), assistive technology is defined as a variety of technologies, specifically created to assist, adapt, and rehabilitate students and professionals with disabilities. Nsofor and Bello (2015) share that assistive technology is categorized into three groups, with those groups being low, medium, and high. Low tech assistive devices are those which are inexpensive and are designed for specific purposes, including, but not limited to, eyeglasses, pencil grips, and large print cardholders (Chukwuemeka & Samaila, 2020). Medium assistive technology devices include audiotape recorders, calculators, and wheelchairs, to name a few. Research collected by Chukwuemeka and Samaila (2020) proves that both low and medium assistive technology devices cannot fully support student learning and serve as a crutch for students. High assistive technologies, on the other hand, such as advanced electronic and computerized devices can ultimately increase student learning. Two examples of high tech assistive devices that support learning include alternate input devices and software, which converts text to speech and speech to text (Nsofor & Bello, 2015).

Speech-to-text software and devices are great for children who are blind or who have dexterity problems. Dean (2019) shares that these types of devices provide students with endless opportunities, from allowing students to convert their spoken language to text, to enable children to hear the speech read back to them.

The second example of high tech devices includes “touch screens, special color-coded keyboards, and modified joysticks that allow students to control with different parts of their bodies, like their feet or chin” (Dean, 2019, para.13). Through this type of assistive technology, students with disabilities can equally engage and participate in class lessons and activities with minimal modifications.  

Technology devices alone do not make a difference in learning for students in the classroom. Through enhancement in teaching and learning by which these technologies are utilized by teachers and students in the learning environment, students with disabilities are provided equal opportunities for engagement. Therefore, all educators must aim to incorporate and utilize such technologies as forms of modifications and accommodations when necessary.

 References

Chukwuemeka, E. J., & Samaila, D. (2020). Teachers’ perception and factors limiting the use of high-tech assistive technology in special education schools in northwest Nigeria. Contemporary Educational Technology, 11(1), 99–109.

Dean, M. (2019). 13 Ways to incorporate assistive technology into the classroom. Classcraft Blog. https://www.classcraft.com/blog/features/ways-to-incorporate-assistive-technology-into-the-classroom/

Nsofor, C. C., & Bello, A. (2015). Emerging trends in educational technology. Ibadan: Emmi Press.