This week was another great presentation on a different type of technology. Even though I use some of them, I have never thought of them in the way it was discussed in this class. Thanks to Katryna, Ayesha and Kelvin for the wonderful presentation. In the video “History of Assistive Technology-Part 1” by Wendy Torress, the author describes the three periods associated with the development of Assistive Technologies (AT) and explains how various laws and policies have been put in place to support people born with disabilities to be able to integrate into the community using assistive technologies. Assistive technology (AT) encompasses a range of devices, systems, or services designed to help individuals with disabilities perform functions they might otherwise find difficult, thereby promoting independence and societal inclusion. The article by Lamond and Cunnigham (2020) states that any technology that is necessary to aid a student in meeting their individual education plan (IEP) or curriculum goals is an AT. According to Young and MacCormack (2020), these technologies can range from simple tools like pencil grips to advanced software such as screen readers and braille displays, computer programs, and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).
Image from https://enablingdevices.com
“Assistive technology helps in two ways: it can help the student learn how to complete the task, and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words” (Young & MacCormack, 2020:p1).
I think a common assistive technology that I have used as a person is audio players and recorders, which are often built into our laptops, smartphones, and tablets. I have used these tools to help me with reading comprehension, as I sometimes prefer to listen to texts while reading an article. I remember back in my undergraduate period that whenever I went to lectures, I usually activated the voice recorder on my phone to take notes and capture lectures, which I later listened to again when doing my personal learning. Looking at the conferencing tools like Zoom and Teams, which I regularly use, these platforms have accessibility features like built-in recording, which I think can be regarded as an assistive technology for students learning online. As we can see in this class, we do have access to recordings of the class even after the discussion is over. And this gives students the opportunity to go back and listen to the discussions again, especially those with learning differences.
Image by spycentre.com/blogs
My 4-year-old son recently activated a voice-screen reader on our TV by mistake. So, every time he tries navigating various channels on the TV, he keeps hearing this voice reading whatever he pressed on the TV to his hearing. I think the scenario became very annoying for him, and he had to speak out, ‘What is this?” as he started crying. It took me a while to understand what happened, and I had to turn to Google for assistance on how to disable it. Based on the discussion we had had in this class, I realized that the software can be used to help users with disabilities, especially those with visual impairments. They can easily access programs on their TV by listening to whatever information is being displayed on their TV screen.
Image from speechtherapytalk.com
Though AT provide flexible learning experiences and support for students, for instance, to support learning and to bypass a challenging task such as handwriting; studies have shown that many teachers lack the necessary knowledge and technical proficiency to integrate AT into their classrooms (Lamond & Cunnigham, 2020). The integration of AT in classrooms might also be limited or hindered due to limited accessibility as a result of funding and a lack of awareness and support among teachers and school administrators (Ansari, 2023).
In today’s remote and hybrid learning environments, creative solutions are essential, and I think schools need to start collaborating with parents and service providers to meet the unique needs of each student. In light of this, Zuger (2020) outlined guidelines that teachers can consider for best practices when trying to use AT in their classrooms, which he tagged SETT for Success Framework:
- Student—What is the functional area of concern, special needs related to the concern, and the student’s strengths, abilities, and expectations?
- Environment—Where educators were once looking at the environment of the classroom and school building, they now need to consider the home environment. What are the arrangements and supports available there?
- Task—What specific thing does the student need to be able to do, and what are the functional things actively involved in remote learning?
- Toolkit—What can we use to help the student access their curriculum?
Hi Ayo, it’s so cute and funny how your son accidentally turned on the screen reader on your TV! 😀 I sometimes accidentally summon some Google Assistant on my phone, and it freaks me out as well. But you’re completely right, it can be really helpful for people with disabilities, such as visual impairment, dyslexia, etc. Loved your article as always!
Hi Ayodele Ogegbo,
Your thoughtful analysis highlights the importance of assistive technology in education and daily activities. I was intrigued by how you linked theoretical concepts to your personal experiences, like using voice recorders in college and observing your child using a speech-screen reader on television. These examples show that AT is easy to incorporate into daily activities and its inclusive advantages extend beyond individuals with disabilities to those with varied learning preferences. The concerns you raised, like the lack of adequate teacher training and funding for assistive technology, are significant obstacles.
Zuger (2020) presented the SETT for Success Framework, which provides a methodical approach to incorporating AT in a successful manner by taking into account the unique needs of students and their learning environments. You suggested that collaboration among service providers, schools, and parents is crucial in creating a supportive setting for students with special needs.
Overall, you have offered a thoughtful perspective on improving assessment techniques for the advantage of students. It is crucial to highlight the significance of adequately educating teachers on the efficient utilization of these technology tools in the educational environment.
Thanks
Prabhdeep Kaur
Good Day Ayo, thanks for sharing that experience with your son. I laughed so hard knowing my son would would had the same reaction. I personally was not aware that televisions have that feature, but it makes complete sense as sure accommodates those who who are visually impaired. Giving it some thought, it might also assist those that struggle with an accent barrier and would rather hear the script in their own voice or accent. I also appreciated how you summarized the use of assistive tools in two ways along with your personal experience using a few of them. It cemented my perspective that these tools offers assistance to all, not just those with disabilities.
Latoya