Assistive Technology in Special Education

By Mehrnoush Mokhtarnejad

Introduction

Assistive technology (AT) has been defined in various ways. The Individuals with Disabilities Education Act (IDEA) of 1990 describes Assistive technology as any item or system that enhances the functional capabilities of individuals with disabilities. The World Health Organization defines it as any means or content that allows individuals to perform tasks that they cannot fulfill independently or that facilitate the performance of activities safely and effectively. Assistive technology can be classified as low-tech, medium-tech, or high-tech. Low-tech ATs are simple mechanical aids, while high-tech ATs include sophisticated electronic devices, information technology, software, and hardware. Categories of AT include seating and positioning, daily living activities, recreation, writing, reading, organization, mathematics, communication, computer access, hearing and vision aids, and architectural design [1]. 

Assistive technology in education refers to the use of various technologies that support the learning process. This includes services for evaluating, designing, customizing, adapting, maintaining, repairing, and providing therapy, training, or technical assistance. Assistive technology encompasses any item, equipment, or system that helps individuals bypass or compensate for learning difficulties. The Virginia Department of Education and Virginia Commonwealth University define AT as any product, process, strategy, or technique that enhances an individual’s ability to function or acquire information [2]. 

Assistive technology can take various forms, such as writing tools, adapted software programs, communication devices, or simple items like Velcro. Interaction between learning activities, human factors, and assistive technology, showing how these elements work together to improve performance in various contexts. Assistive technology can be categorized into hardware (e.g., tape recorders, computers, calculators) and software (programs that instruct the computer on what to do). The primary goal of assistive technology is to work around specific deficits rather than fixing them, helping individuals with learning differences achieve their full potential. Examples include high-tech solutions like reading machines that vocalize text and low-tech tools like tape recorders to capture spoken information permanently [3].

High-tech Assistive Technologies 

To help people living with visual impairment overcome the problem of navigation, several advanced ATs solutions have been developed:

• Vizorro: A wearable laser navigation device that helps users sense obstacles using sensory extension principles.

• Sunu Band: An ultrasonic wearable device that enhances mobility and independence by providing feedback on the proximity of objects.

• WeWALK Smart Cane: An innovative cane designed by a visually impaired individual that integrates smartphone connectivity, obstacle detection, and navigation features.

• Parsee Smart Glasses: High-tech glasses that help visually impaired users perceive their surroundings through text, face, and color recognition.

• BLITAB: The world’s first tactile tablet for the blind, creating real-time tactile text and graphics.

• JAWS: A screen reader for visually impaired individuals that provides access to software applications and the internet.

• ClaroRead: Software that assists with reading, writing, and studying by turning scanned text into audio [4].

Using Assistive Technology in Learning by Students with Disabilities

The importance of AT in education has grown significantly, playing a crucial role in helping students with disabilities achieve independence, improve social communication, and better understand life skills. The Universal Design for Learning (UDL) principles support the integration of assistive technology into the curriculum, ensuring that students with disabilities receive appropriate education through equitable and flexible means. Accessible environments and curricula that align with assistive technology are essential. Examples include web pages for students with low reading skills, software for collaboration, and accessible telephones. Researchers have highlighted various technologies that can assist students with disabilities in improving different skills, such as word processors, spell checkers, speech recognition software, and talking calculators [5].

People with visual disabilities face challenges in accessing printed materials and navigating their environment. Assistive technologies such as JAWS, BLITAB, and Vizorro help visually impaired individuals overcome these challenges and participate more fully in society. Libraries and educational institutions need to provide adequate AT resources to support these students, ensuring they have equal access to information and educational opportunities. For visually impaired students, the Nemeth Braille code is a fundamental tool for learning mathematics, incorporating various symbols, notations, and interpreters. Advanced assistive technologies, such as LaTeX, MathML, and MathPlayer, further support the learning of mathematics by converting, transferring, and producing documents, graphics, and sounds. These tools help visually impaired students actively participate in mathematics education, enhancing their learning experience and opportunities [6].

Conclusion

Assistive technology plays a vital role in special education by providing tools and resources that help students with disabilities overcome learning challenges and achieve their full potential. From low-tech solutions like tape recorders to high-tech devices like smart canes and tactile tablets, AT supports a wide range of needs and abilities. As educational institutions continue to integrate assistive technology into their curricula and environments, students with disabilities will have greater opportunities to succeed academically and participate fully in society.

References:

[1] Sivakova VA. The Benefits of Cloud Computing for Children with Special Educational Needs in Education or Using Cloud Computing as Assistive Technology. Journal of Education & Social Policy. 2019;6(3):148-54.

[2] Christmann EP, Christmann RR. Technologies for special needs students. Science Scope. 2003;26(6):50-3.

[3] Felicia A, Sharif S, Wong W, Marriappan M. Innovation of assistive technologies in special education: A review. Journal of Enhanced Research in Educational Development. 2014;2(3):25-38.

[4] Alabi AO, Mutula SM. Digital inclusion for visually impaired students through assistive technologies in academic libraries. Library Hi Tech News. 2020 Mar 19;37(2):14-7.

[5] Al-Ani W, Al Musawi A, Al-Hashmi W, Al-Saddi B. Status of using assistive technology by students with disabilities at Sultan Qaboos University. International Journal of Technology and Inclusive Education (IJTIE). 2020;9(2):1606-19.

[6] Ali CA. Visually Impaired Student-Teachers' Knowledge and Use of Basic Assistive Technology Tools for Mathematics. African Educational Research Journal. 2021 Dec;9(4):945-55.