Assistive Tool
In this digitalized world, the integration of the
assistive technology in the classroom has become inevitable promoting the
equity, inclusivity and access to all the students in terms of education. To specifically define assistive technology,
it is any kind of devices, equipment or even software that allow students with
disabilities or participant that face difficulties in school whether its
physical or communication or small as slight visual impartment. These assistive
technologies can range from as advanced as speech to text or text to speech
software, computer-based voice system to as simple as pencil grip or spec.
The use of the assistive technology in in teaching
learning environment goes well with modern idea or believes of inclusive
education. It’s fundamental humans’ right to receive education without
exclusion as per the United Nations Convention on the Rights of Persons with
Disabilities (2006). Therefore, it’s likely to say that assistive technology
plays vital role in enabling students with various disabilities to get access of
the curriculum, learning tasks and even provide opportunity to present their
own understanding and ideas openly. To
look into some examples, students with hearing impartment may benefit from
speech to text software, while student with dysgraphia can make use of note
taking tools like Audionote.
However, it has been observed that the effectiveness
of the role of assistive technologies isn’t guaranteed. The level preparedness
and the training that educator goes through is one of the main factors that
influence the successful usage of the technology. Lack of professional development, teachers or educators may
appear uncertain about integration of the technology in their lesson. On top of
that relaying on the technology for everything without pedagogical alignment
may lead towards insignificant engagement, where the tool is used without enhancing
the understanding or inclusion. Nevertheless, when thoughtfully used or integrated in the lesson, these assistive
tools have evident impact. Now let’s
looks into some assistive technologies that are commonly worldwide.
Text-to-Speech (TTS) Software: Enhancing
Reading and Comprehension
Text – to – speech software is one of the most widely used assistive technologies
in the inclusive classrooms. TTS offers auditory supports to the learner who
struggles with reading due to disability like dyslexia and visual impartment by
converting the text into spoken words. This simple assistive technology allows
students to listen to the content without missing out the information.
To discuss some advantages of using TTS then usage of TTS is significant. This simple assistive tool promotes learning without overloading during reading, promotes multisensory learning and improves engagement of all the diverse learner. TTS not only helps the disabled, but it also helps in developing independent reading skills in other students without having to rely solely on others.
Along with the merits there definitely has its’ drawbacks. Learners may the
synthetic voice to be distracting, leading towards lagging in the
comprehension. Furthermore, TTS isn’t so compatible with all the materials, and
some complex content such as diagram or tables remains inaccessible. Therefore,
I believe that though TTS is powerful tool for inclusivity, it must be
integrated well with other strategies. It would be better if an extra practice
session to use the technology is provided.
Proofreading Software: Supporting Writing Development
Another effective
assistive tool that helps the learners that face challenges due learning
disabilities is proofreading software. It assists the learners by identifying
stylistic errors, punctuations, explanation, correction and even grammatical
errors. Just like TTS this software encourages students to edit their work on
their own, fostering the confidence and self-esteem. Proofreading software has
notable benefits like providing immediate feedback, restructure the languages
and reduce. According to Peterson-Karlan (2011), this software is beneficial
for learners that face difficulties in writing and also the second language
learners as they clarify the complex writing structures and even give
suggestion to improve clarity.
However, too
much of dependence on this software may leads towards students accepting the
automated suggestions without understanding which can also result in
depersonalized writing. On addition,
learners who fail to afford premium version can be left out creating
accessibility gaps. Some activities such
as peer review, scaffolded editing exercise would be effective for to reinforce
the deeper metacognitive skills and strengthens learns’ writing competencies
along the usage of the assistive tool.
Video Recordings: Capturing and Reflecting on Learning
Video
recording is an assistive tool that serves learners by offering the recorded
lessons which can be revisited multiple times. Learners who face memory
challenges, slow learners or learners with auditory processing disorders can
use this assistive tool in their advantage. Acording to Robert Talbert
an educator and researcher (2018) it was found that students find having the course notes posted online made it
easier for them to pause, take breaks, think, and annotate those notes. This
echoes the benefit often cited for flipped learning with the ability to pause
and replay video content. Video recording supports the auditory and visual learners when being
integrated well into learning environment.
It’s crucial
to keep in mind that the effectiveness of this assistive tool depends on the
quality of its productions, relevancy and accessibility and features like
captions. While integrating, it’s important to keep these in consideration
because without these students with hearing impartment or language difficulties
might be excluded.
Reflections on Integration and Appropriateness
Though used
for the inclusion classroom or just for assistance, these assistive tools
should not be adopted freely based on assumptions, rather should be selected
based on the need of demand of assessment and pedagogical alignments. For instance,
SAMR model (Substitution, Augmentation, Modification, Redefinition) allow
meaningful integration of these assistive tools.
Training is
another critical consideration for both students and the tutor. According to
Flanagan, Bouck, & Richardson (2013), teachers express the uncertainty or
lack of confidence in using these technologies effectively. This is certainly
because of lack of adequate professional development leading towards the potential
of these tools remaining underutilized. On top of that, it’s also crucial to
empower students to use these tools with awareness of their strengths and
limitations. But before that not students, even teachers should be well versed
in ways to assist these tools.
Conclusion
When
integrated thoughtfully and appropriately used, assistive technologies can be a
powerful for the inclusive classroom. Assistive software such as
text-to-speech, proofreading and video recordings offers various benefits such
as supporting diverse learning needs and also promoting the independent learning.
However, success of these technologies integration solely depends on the careful
planning and level of knowledge about the tool. Through reflection and
continuous learning, educators can harness the potential of AT not only to
remove barriers but to redefine what learning can look like for all students.
References
- Flanagan, S., Bouck, E. C.,
& Richardson, J. (2013). Middle school special education teachers’ perceptions and use of
assistive technology in literacy instruction. Assistive Technology, 25(1), 24–30.
DOI: 10.1080/10400435.2012.682697
- Peterson-Karlan, G. R. (2011).
Technology to support writing by students with learning and academic disabilities: Recent
research trends and findings. Assistive Technology
Outcomes and Benefits, 7(1), 39-62.
- Talbert, R. (2018). How do
students with learning disabilities experience online and blended courses?. Robert
Talbert, Ph.D. https://rtalbert.org
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