Technology Use in Special Education: Assistive Technology - Article Example

In the course of learning, some learners experience a myriad of challenges of grasping the contents of the study. At times and among other reasons for these difficulties, some learners experience these challenges because of various forms of physical disabilities. Some also suffer these challenges because of cognitive impairments. Hence, the article focuses on the use of assistive technology (AT) to enable individuals with learning disabilities study with much ease. As an effective approach, the use of this technology helps learners pursue their professional dreams. Indeed, and as indicated in the research, these individuals with learning disabilities normally achieve greater success especially when enabled to use their strengths to work around their disabilities. In this regard, the assistive technology tools bring together the best of both of these practices. This paper reflects on the research conducted on a sample of junior level school children with disability, and how the assistive technology is applicable to turning around the disability into ability. Research question and participants The research question in the study was to examine and determine to what level is the efficacy of the assistive technology in helping the kids with cognitive challenges? The participants in this study were young school going young children who had been identified by their teachers as suffering varying levels of cognitive disabilities. Others were the research observers and interviewers who made contact with the teachers in the learning facility and also engaged the pupils with questions and observations in the course of the study. The setting of the research work is a Harlem junior school in the outskirts of Georgia. Assistive Technology (AT) for kids with learning disabilities (LD) is defined as “…a device, or a piece of equipment system that helps bypass, work around or helps compensate for an individual’s specific learning defects.” (Ross, 2012, p.96). In this understanding, this technology compensates for the deficits in the students’ skills or the areas of disability. The research also indicated that as much as this technology is applicable in enabling the learners achieve their potentials; a child can also be given remedial instructions designed to alleviate the deficits. An example is the application of software meant for the improvement of poor phonic skills. Listening to the remedial reading software, as well as audio books is one of the ways of implementing this technology in cases of learners with learning deficits. Research methods and instruments The research method in the application during this study was majorly interviews and observations carried out by the researchers in the school compound and especially in the classroom situations. Having identified the kids with such learning deficits, they were presented with this learning equipment and their progress monitored over a time span of three months. Various tools and instruments used during the research include a computer machine loaded with special software and calculators. Others include; abbreviation expanders, optical character expanders, information/data managers, electronic math worksheets, audio books and publications, variable-speed tape recorders, word –prediction program, talking spell checkers and electronic dictionaries, proofreading programs, portable word processors, graphing organizers and outlining, alternative keyboards and freeform database software. Results The study conducted in the junior school focused on the difficulties in the school going kids including problems with listening, math, writing, reading, organization and memory. The research statistics showed that out of 97 kids identified for the study, and in which some of these deficit traits were observed, 27 had listening difficulties, 15 with math difficulties, 20 with writing impairment, and 17 with reading problems. In total, 79 of the cases proved problematic and required the use of some assistive technology in order to achieve their respective potentials. Upon exposure to this technology in the various areas of need, these kids showed a positive response to the exposure. Analysis of the performance by these kids at the end of the year was immense. The research showed a general improvement of 52.64%, and this was just in a year. In fact, the research showed that the assistive technology was able to address a number of learning difficulties. For instance, computer software was used for students who had writing difficulties by having the kid pronounce the answers and the words, which are then converted into text by special software. The children who had difficulties with math and general numeracy could use a calculator to keep the score while engaging a friend in a game. Other individuals with dyslexia benefited from the Assistive Technology (AT). This technology would read aloud the content of the course from the teachers. (Ross, 2012 pp.99). The research, in addition, recommends an in-depth examination and evaluation of the Assistive Technology before it is used to help learners achieve potentially. Key among the issues that the research recommends is the consideration of an individual’s experience, experience and skills in the technology use. In this connection, there is great concern for the situations and settings in which the Assistive Technology tools will be utilized to enhance learning, specific needs and challenges that the learner has, and in what area of skill does the learner struggle. Also to consider is the strength of the learner. This is because the Assistive Technology is designed to help the learners use the strength to leverage on the weakness and disability. Other technological tools used to enhance learning include; instructional software majorly used for delivering academic skills including the subject matter content like science and history, and also the academic skills including writing and reading. The other technology is the Universal Design for Learning (UDL), which is more of a philosophy and involves models of learning, products and methods to enhance educational experience of diverse learners. The Assistive Technology (AT), originally created by the Schwab Learning and program by the Charles and Helen Schwab Foundation, is built into educational element. There are high possibilities of customizing it to enable learners with disabilities achieve success with the curriculum (Ross, 2012, p.96). Notably, this technology enhances self-reliance especially by the learners who would otherwise rely heavily on the parents, siblings and friends to assist with homework and other assignments. On the bleak side, however, this technology if not carefully designed and controlled may lead to the elimination of creativity on the part of the learners, due to the heavy reliance on machines and software. Reference Ross, D. (2012). Annals of Dyslexia, International Journal of special education Technology, 27(3) 96-104 Read More