Advantages and Disadvantages of Assistive Technologies for Students with Learning Disabilities - Coursework Example

? Advantages and Disadvantages of Assistive Technologies Advantages and disadvantages of Assistive Technologies Introduction Learning disabilities or disorders denote the wide variety of challenges in learning in which those with these disorders are different from other children because of the wiring of their brain. The difference between children with learning disorders and those without is that these children tend to internalize things differently and listen differently. In essence, reading, listening, speech, algebra, and reasoning are the prime areas in which learning disabilities tend to affect on children. Moreover, students with learning disabilities or disorders have a higher potential of succeeding as long as the teaching technique used on them is different from that used on average kids. Ideally, there is no medical symptom that may show that a child has learning disabilities, but this does not mean that the condition is non existent. Learning disabilities are not curable, but the use of certain application tools may be helpful in ensuring that a child with this disability works out the learning challenges that they may have. On the contrary, these tools are technology aides that assist a child to organize, write, spell among a list of other daily activities with ease and they may be complex or common devices. With this, this essay will delve into the advantages and disadvantages of using assistive technologies for students with learning disabilities. Features of assistive technologies for learning Ideally, assistive technology is a term that describes the family of rehabilitative, aiding, and adaptive technology applying devices made for people living with learning disabilities. The term may also refer to the process of locating, utilizing and selecting these devices whose main aim is to heighten independence for people with disabilities that they may be able to perform and complete tasks. Further, assistive technology refers to any form of equipment, customized or modified whose main function is to aid the functionality of a person with learning disability either acquired commercially or through other legitimate means. In essence, adaptive technology tools are applicable to people with disabilities and not those without any form of disabilities. The advancement in technology has led to the development of equipments that have proved effective for the disabled with any form of shortcomings. For those with learning disabilities, assistive technology products include screen readers and voice recognition devices, which mainly target those with indisputable communication challenges, learning, hearing, and arithmetic needs. Ideally, people have different ways of accessing and communicating in which assistive technologies can be effective using joysticks, touch screens, software, and switches that may be essential for them to accomplish tasks. These tools act as aides to students with learning disabilities through these devices in order for them to keep up with the other normal children. Advantages of Assistive Technologies for students with Learning disabilities As stated above, Assistive Technology is any equipment that when used improves, maintains, or increases the performance capabilities for people with disabilities. The first advantage of using Assistive Technology is that it supports an individual’s strengths hence suppressing the effects that disabilities may bring by. The other advantage is that these technologies give individuals with disabilities alternative ways of performing the required tasks using these technologies, which makes the task execution to be maneuverable. For instance, people that have unreadable handwriting may use word processors to help them improve on this skill, which in turn helps them produce documents are readable and appealing to their eyes of a reader. Other than writing, Assistive Technology (AT) can also be helpful in building their self-esteem as it gives an avenue for the improvement on their written expressions such as spelling and reading (Reid & Lienemann, 2006). Most of the students that have learning disabilities lack the authentic problem solving skills that a normal child has hence making them to have low productivity and performance. However, AT provides these students with the essential tools that are effective in helping them solve the bona fide learning problems, which translates to increased performance and student productivity. The other advantage that AT brings to students with learning challenges is that they aid in setting the learning pace that is comfortable for these students in the event that the learning speed in a classroom is fast for them. Essentially, this allows the students to circumvent through their challenges by applying an approach that better suits their learning speed hence influencing their ability to comprehend the issues taught in a curriculum. AT also allows students to compensate for their learning and physical deficits, which tends to reduce the impact of the disabilities that they may have meaning that AT replaces a missing ability. Subsequently, the compensation brought by using AT also gives students the confidence to relate with others as they do not feel inferior in terms of their learning level. Students are able to read, write, and speak and perform other communicative tasks, making their learning experience to be better than when they were without the devices (Cowen & Cowen, 2007). On the other hand, the benefits of AT might not be to the student as they may also spread to the teachers of students with learning disabilities (Yarbrough, 2005). For one, AT allows teachers to tailor instructions to the needs of each student with this form of disability, which is effective because it allows them to reach out to the particular needs of the students. In essence, generalizing the application of the AT techniques may not be impactful as compared to the individualization of the teaching instructions provided by teachers (Hallahan, 2005). In the end, the personalized instructions for students allow them to compensate the abilities that they may lack with ease because of their specialized application capacity. Further, AT is also a remarkable tool as it gives immediate response to the students using them hence allowing them to correct their faults during the learning process. This becomes an achievement for them as the students begin to appreciate themselves and not view themselves as incapacitated. Notably, AT cannot at one time be equitable to the instructions that should accompany these applications meaning that instructions from a teacher and AT go hand in hand in ensuring that there is compensation for the abilities that are missing. The advantages of using AT devices can also be unique as per the devices used and the disability that a student may have hence making it imperative to break down to their specifics. i. Advantages of using spell checker devices According to research and the standing statistics, significant numbers of those with learning disabilities have spelling difficulties, which tends to create the perception of teachers that a student could also have writing difficulties. In essence, words that may present sounding difficulties for students with learning problems makes them slower in terms of writing, which ends up frustrating them and making them lose interest in the entire learning aspect. Further, these challenging words in terms of spelling have the tendency of influencing forgetfulness of the already constructed ideas, which tends to make them lose interest in learning (Yarbrough, 2005). However, spell checkers as AT tools can be effective for such students as they help them identify misspelled words and suggesting the correct spelling options to the users. Surveys have also shown that LD students are likely to misspell the same word severally as compared to the average or normal students hence making this a necessity for them. The level of spelling inaccuracy is different in students that have this challenge in that there are those with moderate spelling challenges and those with severe spelling problems. A student with moderate spelling problems can correctly make changes to their spelling mistakes with more accuracy as compared to children with severe spelling challenges using the spell checker AT tool. Spell checkers may also be ineffective in providing the required correct spellings option, but the advantage that they present as AT tools is that may aid those with learning disabilities. For instance, there can be the application of strategies that can overcome the limitations presented by the spell checker as a tool. ii. Advantages of word prediction software in learning Word prediction software is another AT tool that has proven to be effective in aiding students with LD to catch up with learning within classroom settings (Evmenova, Graff & Behrmann, 2006). Initially, the aim of developing the word prediction software was to facilitate those with physical challenges in typing, but it later evolved to include those with learning disabilities. The advantage that word prediction software presents to students with learning disabilities is that it aides those with word-recall difficulty to increase their typing skills and their speed of doing so. According to research, students use word prediction software to accomplish daily dialogue tasks, which also helps in increasing their spelling capabilities with higher margins. The other advantage the word prediction software offers is that it allows students to use it for alternative applications such as handwriting and word processing. Other than this, word prediction software as a tool of AT also influences students to increase on their number of readable words. The readable words not only become readable, but students also memorize their correct spelling by a higher efficiency as compared to any other AT application. iii. Speech synthesis software Essentially, speech synthesis software is an AT tool that converts or translates text to speech, which is an additional tool for students that intend to write professionally. The major benefit of using speech synthesis is that this software allows students with learning disabilities to listen to what they have written (Wong & Butler, 2012). Researchers have shown that this is effective in enhancing learning capabilities in writing and reading and in word recognition or detection for these students with learning deficiencies. Further, speech synthesis as an AT tool enhances the reading comprehension skills, which in turn decreases the frustration that learning-disabled students tend to experience during their education process (Snowman, Biehler & McCown, 2008). Remarkably, the combination of speech synthesis and word processor software can yield better results for students with learning disabilities because they increase on the efficiency levels. The results of this combination may be that a student with severe spelling problems can be able to complete dialogue journals for each day with ease as compared to a student that uses either of the two technologies separately. The implication of this is that the combination of speech synthesis and word processor software tools influences learning for students with disabilities in this area because both of them provide compensatory support. iv. Speech recognition software Over time, oral presentation has been an effective tool in enabling students with educational disabilities to write down their own journals that they may revisit in future. A significant number of those in college and other institutions of higher learning that have learning disabilities use the speech recognition AT tool along with dictation and word processing software to write their college essays (Swanson, Harris & Graham, 2013). In this case, the spell checker may not be effective for them as compared to the other software used because it has no influence on the quality of output delivered. The principal benefit that speech recognition gives to these students is that this software improves on their reading and writing skills more because they are likely to recognize almost 90% of the words dictated by adults. Disadvantages of Assistive Technologies for students with Learning disabilities Despite the immense advantages associated with using Assistive Technology to aid those with learning disabilities, this tool also presents a number of limitations to those that use them. For these devices, one may be disadvantages to an adult especially if they have minimal knowledge of the available products in the market. The other disadvantage that the use of these tools would bring can be through the mismatch of individuals and these tools as this may not enhance their performance efficiency. In essence, mismatching these devices to LD students may result to challenges when using the devices, which may also lead to frustration of the user. This is because a student may not use the device in the required manner making the device to function in a different way than expected. In addition, mismatch to these devices can also be time consuming and costly to the user especially if the user does not put the device into good use (McIntosh, 2009). On the other hand, the use of these devices also requires that a teacher also receives training, meaning that an untrained instructor may not influence a student with learning disabilities to make proper use of these learning aide equipments. Students may also be repulsive to using these devices because of the training required for them to go through in order for them to use the devices as required. Essentially, device mismatch may influence a student not to accept the device as they would feel that the devices would lower their self-esteem (Baker & Bass, 2003). The other disadvantage that makes the use of AT tools to be ineffective is that they may not be relevant to students that have multiple impairments. The cost levels attached to acquiring these tools is another limitation that these tools have on students that have difficulties in learning hence making them unattainable for some parents. The high cost of living witnessed in recent times has made parents to view such AT tools as a luxury, but this may not be the case because these AT tools are essential in influencing independence for students with learning disabilities. On the contrary, the use of these tools may create the perception that the users of these devices are either weak or they may opt to do without them because of their bulkiness. With this, students and adults alike may be adamant to use them in public because of their perceived weakness (Kopacek, 2006). Older adults with learning disabilities may also not acquire them because of the cost attached to them and also because they may be cumbersome for one to keep carrying as they go about performing their learning duties. Another key disadvantage that AT tools may have is that there are no tools for use in the unique areas of impairments as the tools in use only rely on the general disabilities. Therefore, there is a need to maximize on research aimed at breaking down these impairments then developing tools aimed at addressing each disability separately. There is also need for the designers of these tools to tailor these AT tools towards different ages as adults with these learning disabilities may not require compensatory approaches, but may need remedial approaches (Kilbourn, 2013). Further, addressing of the learning disabilities also requires the application of immense research in this field in order for the approaches developed to meet the desired learning objectives. Other than the cost attached to acquiring these tools, the availability of these tools is also a limitation as much at times they may not be available for those that may afford them (Robitaille, 2010). Moreover, trained personnel that can handle these equipments are also scarce meaning that the equipments may be there, but there may be the lack of trained professionals to develop and give instructions to the intended users of these devices. Subsequently, this may become a disadvantage because if the tools are available either through commercial or free means and the trained personnel are scarce then they may not be effective tools for addressing this challenge. In relation to training students on how to use them, these tools are also time consuming hence may not allow a student to spend adequate time in learning how to use and apply them effectively in their studies. Training on the use of these technologies also attracts limited funding, which translates to lesser training time for those that intend to use the program in their studies and may create unfamiliarity for these students. According to studies, some instructors may not have adequate knowledge on the use and application of the tools that they use hence making it hard for students to properly adapt to these technologies for their own benefit (Hallahan, 2005). Other than teachers, most parents do not have the educational expertise on the use of these technologies despite them being stakeholders in the establishment of independence for students with LD. Therefore, it is pertinent for parents of these students to have knowledge on the use of these technologies, which translates to other training costs in order for the program to achieve the intended objectives. If parents lack knowledge on the use of these technologies then the implication of this would be that the tools might fail to accomplish the objectives outside the school setting (McIntosh, 2009). This should not only be the responsibility of teachers as parents should also be part of this in order for the process to be effective for them especially when at home. Essentially, this also serves as a disadvantage to using these technologies as some parents may not see the need for being part of this process because of the many requirements involved. Institutions may also present a disadvantage to using this technology as some institutions may prohibit students from carrying them home. This creates limitation because students can only practice on their reading and writing from the comfort of their learning institutions and not at home. Further, this also decreases the time allocated for the use of these gadgets hence making them to be effective when used in school and not in any other places. The only time that these devices may attract limited access is when the institutions offer them at no cost to students with LD because of the restricted use to be in the classrooms only. Subsequently, restricted use of these devices creates challenges for these students when it comes to doing their homework because they may not access them past school hours. Restricting access to these devices equates to restricting these students from carrying their books especially for those that rely on the devices that they have the right to use and provided at no cost by their institutions. The SETT assessment process According to Zabala, the SETT framework is a four-part application whose intention is to enhance the joint decision making between AT designing through to the implementation and to the evaluation of the overall effectiveness of these tools. SETT stands for Student, Environments, Task, and Tools which does not necessarily represent a specified order because of their arrangement to enhance memorizing skills like in many acronyms. However, the first three acronyms have a close relationship with each other hence making them interlinked. SETT is an effective tool for assessing Assistive Technology as it is essential in gathering data that can help in making effective decisions in this process. For starters, the students are the prime contributors to the assessment process as most of the tools in this framework affect them directly. The students, environment, and the tasks aim at enhancing communication and productivity are the prime areas of determination before deciding on the AT tools that can be effective for students with learning disabilities (Kilbourn, 2013). The designing of questions used in SETT aim at provoking thoughts and discussions that may be substantive to the implementation and application process of the AT tools. The data collection responsibility falls on those involved in the SETT assessment process in which they would have to sort out the data in order for them to achieve relevance and establish the tools that can be most applicable to each unique learning disability. Other than ascertaining the possible form of AT intervention, this assessment tool can also be effective in establishing any other intervention plans that may be of help to educationally challenged students. Zabala developed this online workshop with the intent to provide guidance to instructors, clinicians, parents and specialists to choose an Assistive Technology tool that will be effective for students with learning disabilities (Doyle & Iland, 2004). Therefore, having knowledge of the areas that need addressing during an AT assessments shares similarities with other assessments done. Conclusion All the above named AT tools may be effective in compensating for the disabilities presented to students in their learning, but this does not imply that they cannot increase the quality or the quantity of output for them (Wong & Butler, 2012). The intent behind developing these Assistive Technology tools was for improving on the basic communication, organizational, reading, and writing skills in order for education challenged students to maintain their learning interest. However, these tools may be ineffective especially when used without a set of instructions meaning one does not substitute the other within this process. The obvious advantage presented by most of these tools is that LD students increase their spelling and memory capabilities because of the constant repetition of misspelled words as the software use gives the correct spellings. On the contrary, the use of speech recognition software is the best and assuring way that teachers and students may use because it heightens the listening and comprehension skills for LD students (Swanson, Harris & Graham, 2013). In the end, the prospects of using these AT tools for enhancing learning abilities for the educationally challenged individuals are high because they influence students to produce tidy and understandable work outputs. Overly, researchers have established that the integration of AT tools in learning for students with disabilities has been ineffective to some extent because they have not managed to incorporate all the day-to-day activities. By addressing these disadvantages, chances are that using AT tools may become the best approach to influencing students with learning disabilities to enhance some of the skills that they may lack. As per the available information, it is imperative for instructors and parents to choose AT tools after conducting the necessary assessments in order for the preferred AT tool to be effective in compensating for the skills that a student may have deficits in. In so doing, Assistive technology will be effective for those with learning disabilities while working to improve on the disadvantages that these tools may have over the same. Finally, these tools may also be costly to implement, but the results achieved may be rewarding for students, teachers and parents involved in the improvement in learning capabilities process. References Baker, J. & Bass, G. (2003). Assistive Technology and older adults. North Dakota State University Retrieved on November 7, 2013 from http://www.ndsu.edu/ndsu/aging/caregiver/pdf/assistive/manual.pdf Cohen, V. L., & Cowen, J. E. (2007). Literacy for children in an information age: Teaching reading, writing, and thinking. Australia: Thompson/ Wadsworth. Doyle, B. T., & Iland, E. D. (2004). Autism spectrum disorders from A to Z: Assessment, diagnosis ... & more!. Arlington, Texas: Future Horizons. Evmenova, A., Graff, H. J. & Behrmann, M. M. (2006). Word Prediction Software for Students with writing difficulties. George Mason University. Retrieved on November 7, 2013 from http://mason.gmu.edu/~aevmenov/Portfolio/Growth/Word%20Prediction%20Software.pdf Hallahan, D. P. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston: Pearson/A and B. Kilbourn, P. (2013). Let All The Children Come: A Handbook For Holistic Ministry To Children With Disabilities. Washington: CLC Publications Press. Kopacek, P., & International Federation of Automatic Control. (2006). Improving stability in developing nations through automation 2006: A proceedings volume from the IFAC Conference on Supplemental Ways for Improving International Stability through Automation ISA '06, 15-17 June 2006, Prishtina, Kosovo. Oxford: Elsevier for International Federation of Automatic Control. McIntosh, M. (2009). Is the investment in Assistive Technology for students with learning disabilities justified? Closing the gap.com. Retrieved on November 7, 2013 from http://www.texthelp.com/media/39339/US%20Financial%20Investment%20in%20AT%20Marlene%20McIntosh%200209.pdf Reid, R. C., & Lienemann, T. (2006). Strategy instruction for students with learning disabilities. New York: Guilford Press. Robitaille, S. (2009). The Illustrated Guide to Assistive Technology & Devices: Tools and Gadgets for Living Independently. New York: Demos Medical Pub., LLC. Snowman, J., Biehler, R. F. & McCown, R. R. (2008). Psychology applied to teaching. Boston, Mass: Houghton Mifflin. Swanson, H. L., Harris, K. R., & Graham, S. (2013). Handbook of learning disabilities. New York: The Guilford Press. Wong, B. Y. L., & Butler, D. L. (2012). Learning about learning disabilities. S.l.: Academic Press. Yarbrough, L. (2005). Assistive Technology For Students With Learning Disabilities: Supporting The Writing Process. 2005 Conference proceedings. Retrieved on November 7, 2013 from http://www.csun.edu/cod/conf/2005/proceedings/2131.htm Read More