Assistive Technology: Difference between revisions
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As inclusionary policies were adopted by school districts and provinces in the 1990’s, an awareness of instructional practices and assistive technology developed that would help students with disabilities succeed in the regular classroom environment (Maushak et al., 2001).Legislation, such as the No Child Left Behind Act in the United States, requires students with disabilities to have access to assistive technology tools that will help them participate and make progress with the regular curriculum (Puckett, 2005). | As inclusionary policies were adopted by school districts and provinces in the 1990’s, an awareness of instructional practices and assistive technology developed that would help students with disabilities succeed in the regular classroom environment (Maushak et al., 2001).Legislation, such as the No Child Left Behind Act in the United States, requires students with disabilities to have access to assistive technology tools that will help them participate and make progress with the regular curriculum (Puckett, 2005). | ||
==Affordances== | |||
==Constraints== | ==Constraints== | ||
Revision as of 20:54, 4 October 2014
Assistive technology
Ellen Hicks, Memorial University of Newfoundland
Current educational definitions of assistive technology are broad in nature; they can include any device that is used to enhance learning for individuals (Maushak, Kelley & Blodgett, 2001). Assistive technology is used with students with disabilities to overcome barriers due to reading, attention, organizational, memory and the physical demands of curriculum related tasks (Dolan, Hall, Banerjee, Chun & Strangman, 2005). Examples of assistive technology tools include screen readers, speech to text, spell check and concept mapping (Bouck, Flanagan, Okolo & Englert, 2011). Software applications such as the internet, word processors, multimedia and drill type programs can also be considered assistive technology (Celik, 2013).
As inclusionary policies were adopted by school districts and provinces in the 1990’s, an awareness of instructional practices and assistive technology developed that would help students with disabilities succeed in the regular classroom environment (Maushak et al., 2001).Legislation, such as the No Child Left Behind Act in the United States, requires students with disabilities to have access to assistive technology tools that will help them participate and make progress with the regular curriculum (Puckett, 2005).