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Assistive technology is designed to help students who have learning disabilities. Whether
students have physical impairments, dyslexia or cognitive problems, assistive technology can
help them to function within the classroom. These tools include any type of equipment or device
that helps students to compensate for their learning disabilities. While they are unable to
eliminate learning problems entirely, they can help students to capitalize on their strengths and
minimize their weaknesses An important development in modern special education is the advent
of assistive and adaptive technologies that teachers can use to help their students learn and
achieve at the highest levels possible. The vast majority of students with special needs do not
have cognitive impairments. Many of these students can learn and perform as well as those
without disabilities when given adjustments to certain aspects of their environment to
accommodate for various physical disabilities. And educators can make many simple
accommodations for students with cognitive disabilities to similarly help maximize their learning
in the inclusive classroom. . Among the most innovative technologies available today. This paper
aims to study the current status of the various Assistive Technology facilities available for the
people with disabilities
INTRODUCTION
ASSISTIVE TECHNOLOGY
Assistive technology (AT) is any device, piece of equipment or system that helps a
person with a disability work around his challenges so he can learn, communicate or simply
function better. How might it help your child? There are many kinds of AT that help kids with
learning and attention issues. These tools can help them work around their challenges while
playing to their strengths. This helps them become more successful, productive students. At the
same time, their confidence and independence can grow.
To a large extent, assistive technologies are found useful in creating new abilities for children
and adults with disabilities including sensory, cognitive, learning and physical disabilities. This
allows these students to independently complete their assignments, examinations and other
academic activities. Some examples of assistive technologies are: touch control devices,
alternative keyboards and mouse, speech-to-text word recognition tools, Word prediction
programs, word processors, grammar checkers, scanners, compact disc recording (CD-R and
CD-RW) drives and spell checkers { Petty,2012 }.
Hence, we can say that Assistive technology is technology used by individuals with
disabilities in order to perform functions that might otherwise be difficult or impossible.
Assistive technology can include mobility devices such as walkers and wheelchairs, as well as
hardware, software, and peripherals that assist people with disabilities in accessing computers or
other information technologies. For example, people with limited hand function may use a
keyboard with large keys or a special mouse to operate a computer, people who are blind may
use software that reads text on the screen in a computer-generated voice, people with low vision
may use software that enlarges screen content, people who are deaf may use a TTY (text
telephone), or people with speech impairments may use a device that speaks out loud as they
enter text via a keyboard.
A student who is visually impaired but does not have any cognitive disabilities
should be able participate fully in the general education classroom, given assistive devices
appropriate to that student’s level of vision. These can be thought of merely as tools, as
with any other writing or reading device. Screen reader software will dictate text on a
computer to the student. A host of braille writing and refreshable reading display
equipment exists so students can read (and write) silently. Screen and video magnifiers
enlarge text to assist students with mild visual impairment. Various adaptive keyboards
help students develop hands-free typing skills. Computer programs and apps for tablets
come equipped with gesture-based commands and text-to-speech modes to facilitate non-
visual use.
Hearing impairments refer to any type or degree of auditory disorder, from mild hearing
loss to complete deafness. They also affect people to varying degrees. Hearing loss refers to an
impairment where some ability to hear has been lost, whereas, deafness refers to an extreme
inability to discriminate conversational speech through the ear. People who cannot use their ears
for communication are considered deaf, while those with some residual hearing are considered
hard of hearing (Andrew, 2004). A hearing impairment manifests as a reduction in sensitivity to
sounds that may be accompanied by some loss in the ability to correctly interpret auditory
stimuli, even when the stimuli are amplified. Hearing impairments vary by degree, locus of
pathology, and cause. They may be permanent or transient (Andrew, 2004). Regardless of the
degree of hearing impairment, from minimal hearing loss to complete deafness, there are AT
strategies and devices that can help overcome hearing loss.
Assistive devices are external devices that are designed, made, or adapted to assist a
person to perform a particular task. (WHO CBR Guidelines 2011).Any device that is used to
enhance a person’s working ability is called a special device or assistive technology. In other
words, assistive technology means alternative or adaptive specialized hardware and software,
including input and output devices designed for users with various disabilities (Ramakrishna T.
2009, Petty, R.E. 2012 ) defines assistive technology as ‘Software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily activities’. These
technologies help the students with learning and physical disabilities to actively participate in
inclusive teaching and learning tasks such as writing, reading and for doing mathematics.
Assistive Technologies (AT) is a broad concept, covering virtually anything that might be used
to compensate for lack of certain abilities (Reed & Bowser, 2005) ranging from 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 braillers and computers with specialized software for helping
dyslectics to read (WHO, 2009). Despite the positive impact and advancement of AT over years,
prior research on the use of AT in inclusive education is few and limited to developed countries.
For example, a Canadian study examines how one can help students with special needs for
assistive technologies to smoothly transit from elementary to secondary school (Specht et al.,
2007). Similarly, a Norwegian study examines how environmental factors as well as Braille and
assistive technologies affect the learning and literacy of 11 severely visually-impaired students
(Vik, 2008).
CONCLUSION
REFERENCE
http://www.gpat.org/georgia-project-for-assistive-technology/pages/assistive-technology-
definition.aspx
https://www.nichd.nih.gov/health/topics/rehabtech/conditioninfo/device
https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-
basics/8-examples-of-assistive-technology-and-adaptive-tools