Adaptive Technology in the Classroom

The International Society for Technology in Education (ISTE) and others have referred to the 21st century as the digital age of learning. As digital-age learners, students have the opportunity to use new technology efficiently, productively and creatively to extend their abilities. And for students with special needs, new adaptive technologies (AT) and tools may be the keystones to securing a future with great opportunities (ISTE, 2011).

Hearing Impaired

Recent advances in speech recognition software facilitate the inclusion of hearing-impaired students in a classroom. I have used the mainstream software program Dragon Naturally Speaking. I found it incredibly easy to use, comfortable, and effective at transcribing. If I had a hearing-impaired student in my classroom, I would be very willing to lecture with the headpiece on and have my words appear on the student’s laptop (which is an accommodation I would assume is made). I would repeat any questions asked by his/her peers so the student could follow any discussions. I would like to think that he/she would be able to contribute to a discussion by typing out questions or comments. I would welcome the opportunity to model patience and acceptance in the classroom. I truly believe that students with special needs who can benefit from inclusion should be included. Also, it is my experience that peer-interaction with a special needs child can bring out the best in his/her peers, especially when the peers are encouraged to demonstrate patience, consideration, and peer-support. The IPAD by Apple has a “closed caption” feature that will allow a hearing-impaired student to contribute to any Internet activities that includes "listening" to videos.

Vision Impaired

Electronic readers, or e-readers, are hand-held devices designed for reading digital books and other publication. The value of the e-reader to the common consumer is that it makes obtaining, transporting, and reading books easy. The cost for an e-book is typically cheaper than for a hard copy, and there is an environmental value to going paperless. The popularity of e-readers has encouraged many newspapers and magazines to offer digital subscriptions. Historically, students with low vision have relied on large-print texts or texts written in Braille. But, e-readers can provide a different avenue of access to the printed word in two ways: e-readers can offer text in a variety of sizes, shades of gray, and thicknesses; and some e-readers additionally have the capability to convert text-to-speech. So if I wish to include a reading assignment as part of my curricula (e.g., Frankenstein, in order to discuss the responsibility scientists must take for their investigations and creations) I will need to ensure that this novel is available digitally for my low-vision students (Wikibooks, 2011a).

The barrier for a blind user of an e-reader is that current menu and navigational controls may require the assistance of a sighted person. In contrast, Digital Talking Books such as those promoted by the Digital Accessible Information System (DAISY) Consortium, provide books in an accessible audio format with a comprehensive navigation system designed to be easily used by individuals who are vision impaired. The Microsoft Corporation joined with the DAISY Consortium and created an “add-in” to Microsoft Office that allows any digital artifact to be converted between a DAISY format and a standard accessible format within the suite programs (Wikibooks, 2011b).  This provides teachers with the opportunity to provide low-vision students with digital versions of handouts and receive digital versions of completed assignments.

A Broken Right Arm

This is a good example of needing to provide short-term accommodations for a student. Using speech recognition technology to provide digital artifacts would be beneficial, especially as this technology is very easily mastered. Many teachers use technology-based presentations in the classroom e.g., Smartboard Notebooks or power point presentations. It seems appropriate to provide a student with a copy of the teacher’s notes after he/she has sat through the class. For some classes, the student may need to rely on a peer’s notes.  In-class assignments will likely require a peer pairing, with the requirement that each student’s contribution be documented.

Autism (Non-Communicative Students)

Based on recently conversations with representatives of the New England Center for Children, a school for special-needs children in Framingham, Massachusetts, there are currently over 10,000 apps available for the IPAD that are dedicated to facilitating communication with non- and low-verbal children on the autism spectrum. These range from simple pictures which the child can use to make requests and answer questions, to sentence building programs that are paired with speech generation software.

Technology-based tools to assist non-verbal students communicate are commonly referred to as Speech Generation Devices (SGDs) or Alternate and Augmentative Communication (AAC) devices. AAC devices are typically designed to be handheld and portable. They vary tremendously in complexity, which is appropriate as there is a tremendous variation in the cognitive abilities of non-verbal students. It is unlikely that a non-verbal autistic would be placed in my classroom; however, a student with apraxia (the inability to speak) would benefit from using an AAC programed with simple responses (e.g., yes, no, thank-you) and important requests (e.g., I would like a drink or to go to the nurse). Alternatively, having a laptop with a speech generation program would allow a student with apraxia the opportunity to participate in class discussions. A non-communicative student would likely have an assigned para-professional to facilitate his/her day. Pre-teaching lessons and labs as well as modifying classroom and homework assignments would need to be coordinated with the para-professional and the rest of the Placement and Planning Team.

The pervasive growth of communication- and information-based technology and tools in our society demands that increasingly sensitive and effective adaptive technology be developed for individuals with disabilities.  By eliminating barriers to entry, individuals with disabilities such as low vision or hearing impairment have the opportunity to achieve technology literacy. Access to information, education, and communication means that individuals with these disabilities can be equipped with the tools necessary to succeed in the 21st century.  At the same time, individuals who are unable to communicate are finding their voice and are being heard through the use of adaptive technology.

References

International Society for Technology in Education. (2007). NETS for students 2007. Retrieved from http://www.iste.org/standards/nets-for-students.aspx

Wikibooks. 2011a. Assistive technology in education/eBook. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/eBook


Wikibooks. 2011b. Assistive technology in education/DAISY. Retrieved from
http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/DAISY