Assistive and Adaptive Technology: A Tool to Improve Instruction in a Classroom

 

Assistive and Adaptive Technology: A Tool to Improve Instruction in a Classroom

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

By giving those who are labeled as "disabled" a level playing field to appropriately demonstrate their different abilities and show they are capable of learning and performing together, on par with their non-disabled peers, the concept of inclusive education has brought about the critically needed proportion of equality in approach for their education (Ahmad, 2015). The use of assistive and adaptive technology in the classroom is one of the most effective strategies for boosting the potential of students' learning in an inclusive classroom. Both assistive and adaptive technology are different, but they are innovative applications of technology that address the needs of different types of disabilities that may prevent individuals from being able to perform certain basic functions on their own.

Assistive technology

Technology has great potential for providing access for all learners and the ability to access the general education curriculum. Using assistive technology in the classroom addresses diversity through inclusive practices. In general, it is a type of assistive, adaptive, and rehabilitative device or tool used in the classroom by teachers to empower students with learning needs by assisting them in performing a function that they would otherwise be unable to perform (Ahmad, 2015). Assistive technology can be utilized in the classroom, for instance, mobility aids that assist pupils who are unable to walk on their own or hearing aids for those who have hearing problems (Power, 2022). However, incorporating technology, software, Braille displays, and books with text-to-speech software into lessons can enhance student learning. The other examples of assistive technology are screen readers, magnification applications, text-to-speech synthesizers, alternative keyboards, on-screen keyboards, keyboard filters, electronic pointing devices, sip-and-puff systems, joysticks, touch screens, braille embossers, light signaler alerts, etc. (University of Missouri, 2022). They are used to improve the functional capabilities of students as they assist them in coping with their disabilities during the learning process. Using assistive technology will also help them cope with the challenges they face while speaking, writing, remembering, seeing, hearing, walking, etc. The school should remember that different assistive technology is required for different disabilities. Students with visual impairments can be given visual aids; students with hearing impairments can be given hearing aids; students with communication impairments can be given pictures, electronic communication devices, recorded audio, etc.; students with physical and cognitive disabilities can be given prevocational and vocational aids, etc. Moreover, it also helps to work around challenges while playing with confidence and independently (Induja, 2020).

Adaptive technology

To promote and enhance learning in the classroom, adaptive technologies in education take current learner performance into account and change accordingly. Because these technologies would allow students to gain first-hand experience with computer systems to provide specialized instructional experiences, they present unique educational experiences for each learner (Natriello, 2013). The tools are what offer improvements or alternative methods of interacting with technology. The modification enables people with a disability or impairment to complete a particular task. The use of large print books, digitalized text, good lighting, large monitors, software to adjust screen colors, voice-activated computers, visual computers, electronic mail, word-prediction software, adjustable tables, keyboard modifications, alternative keyboards and mice, and accessibility features integrated into popular operating systems, browsers, and software are some examples of adaptive technology (University of Missouri, 2022). The electronic interactive whiteboard, SMARTboard, iPad, etc. are the main adaptive technologies that may be employed in every school since they can be used for a variety of learning methodologies. Not only do students with disabilities benefit from the use of adaptive technology in the classroom, but students who are not compelled to use such devices may get some understanding of how learning might differ for various people (Schultz, 2015). Because these technologies accommodate all learners and boost their confidence, they help teachers address the demands of the students. Additionally, it increases adaptability, which creates a tailored learning environment meant to enhance each student's learning in the classroom (Natriello, 2013). By employing it, teachers will be able to acquire better learner profile metadata in addition to knowing more about learning patterns. Expanded data sources will also make it possible for us to conclude learning, and advanced methods like data mining and machine learning will make it easier to interpret learning-related data.

Are teachers receiving the necessary training to use assistive and adaptive technology for children with a range of needs?

I truly support the idea that teachers are properly trained to utilize adaptive and assistive technology for students with diverse needs because, in the training institute, teachers are only trained with some teaching strategies and lesson-planning techniques. They receive instruction on how to use Microsoft Office and its result preparation procedures in terms of technology usage. To be completely honest, I know nothing about any of these subjects because I was never taught them. It can be because of the country's educational needs at that particular period and a lack of resources or budgets. There are few facilities in schools all across the world, and children are rarely exposed to using technology. It might be challenging for teachers to accommodate students during the learning process when there are only a few schools with a single ICT room and a small number of computers. We now get a few professional development workshops on technology, but they don't go into great detail about the teaching methods, only how to use them and cope with them.

References

Ahmad, F. H. (2015). Use of assistive technology in inclusive education: Making room for diverse learning needs. Transcience, 6(2), 62-77. https://www2.hu-berlin.de/transcience/Vol6_No2_62_77.pdf

Induja, Y. (2020). Assistive And Adaptive Technology in Inclusive Education. https://www.slideshare.net/TCPLibrary/assistive-and-adaptive-technology-in-inclusive-education

Natriello, G. (2013). Adaptive Educational Technologies: Tools for Learning and for Learning about Learning. National Academy of Education. https://files.eric.ed.gov/fulltext/ED574477.pdf

Power, J. (2022). Examples of Assistive Technology in the Classroom Changing How Education Works. https://builtin.com/edtech/assistive-technology-in-the-classroom

Schultz, S. M. (2015). Adaptive Technology in Special Education: How does it Help our students? https://fisherpub.sjf.edu/cgi/viewcontent.cgi?article=1312&context=education_ETD_masters

University of Missouri. (2022). What is Adaptive Technology? https://actcenter.missouri.edu/about-the-act-center/what-is-adaptive-technology/