Assistive Technology

Background

Assistive Technology (AT) is any piece of technology that helps a student, with or without a disability, increase or maintain their level of functioning.  AT comes in many low, medium, and high-tech forms including equipment, software programs, and product systems.  At this point, most people have interacted with AT in some way, or at least know of someone who has.  The use of AT by teachers and students is becoming increasingly popular in the K-12 classroom and as our understanding of the emerging technologies is stronger we will see more and more AT that may or may not resemble its current form in the K-12 classroom.

Opportunity Statement

The use of AT is increasing as more individuals are requiring its use and as more technologies become available.  What is on the AT horizon as we reshape the way we teach and rethink the tools we implement to better facilitate learning outcomes in the K-12 classroom?

Our OER

Here is the link to the OER developed by Kyle Pindar and Terri-Lynn McLeod:

https://sites.google.com/view/etec522assistivetech/home

References

Akpan, J.P. & Beard, L.A. (2014). Assistive technology and mathematics education.  Universal Journal of Educational Research, 2(3), 219.

Anderson, T. (2008). Teaching in an online learning context. In Anderson, T. & Elloumi, F. Theory and practice of online learning (pp. 343-365). Athabasca University.

Aronson, Sadie L., et al. “Best Practices and Assistive Technology Tools for Students with Learning Disabilities Used in a Career and Technical Education Classroom.” ATEA Journal, vol. 42, no. 2, 2015, p. 34., https://go.exlibris.link/sbF5MGd5. 

Arshad, Noreen Izza, et al. “Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder.” IEEE Access, vol. 8, 2020, pp. 116279–116291., https://doi.org/10.1109/ACCESS.2020.3001629. 

Daroni, G., and Legowo, G. (2018).  Assistive Technology in Mathematics Learning for Visually Impaired Students. Jurnal Keguruan dan Ilmu Tarbiyah 3 (1): 1-9. DOI: 10.24042/tadris.v3i1.2406

Hetzroni, Orit E., and Betty Shrieber. “Word Processing as an Assistive Technology Tool for Enhancing Academic Outcomes of Students with Writing Disabilities in the General Classroom.” Journal of Learning Disabilities, vol. 37, no. 2, 2004, pp. 143–154., https://doi.org/10.1177/00222194040370020501.

Hutinger, Patricia, et al. “Assistive Technology Applications in Educational Programs of Children with Multiple Disabilities: A Case Study Report on the State of the Practice.” Journal of Special Education Technology, vol. 13, no. 1, 1996, pp. 16–35., https://doi.org/10.1177/016264349601300103. 

Marsh, Kathryn L., et al. “Improving Engagement: Integrating Assistive Technology in Early Literacy.” Teaching Exceptional Children, vol. 54, no. 2, 2021, pp. 146–153., https://doi.org/10.1177/00400599211010189. 

Mukherjee, Anirban, et al. “Experimenting with Automatic Text-to-Diagram Conversion: A Novel Teaching Aid for the Blind People.” Educational Technology & Society, vol. 17, no. 3, 2014, pp. 40–53.

Nordströmhttps, T., Nilssonhttps, S., Gustafsonhttps, S., and Idor Svensson, I. (2019). Assistive technology applications for students with reading difficulties: special education teachers’ experiences and perceptions. Disability and Rehabilitation: Assistive Technology2019, Vol. 14, No. 8, 798-808. https://doi.org/10.1080/17483107.2018.1499142

Reddy, Pritika, et al. “Assistive Technologies: Saviour of Mathematics in Higher Education.” Frontiers in Applied Mathematics and Statistics, vol. 6, 2021, https://doi.org/10.3389/fams.2020.619725. 

Srivastava, A. & Sumant, O. (2021, July). Assistive technology for students with learning disabilities market. Allied Market Research. https://www.alliedmarketresearch.com/assistive-technology-for-students-with-learning-disabilities-market-A12495


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