1. Introduction

The education of students around the world has improved significantly with the introduction and improvement of information and communication technology. Technology promotes efficiency and increases accuracy in the work of students. One aspect of this technology is known as assistive technology. “Assistive technology allows students with disabilities, [both physical and cognitive,] opportunities for greater independence, improved productivity and increased functional capabilities (Menlove, 1996, ii).” Assistive technology includes a large variety of unique hardware and software in addition to innumerable adaptations that are used to modify existing technology.

2. Assistive Hardware Devices

Augmentative communication devices are an important part of assistive technology, creating a medium for the social adaptation of people with a communicative disorder. One example of an augmentative communication device is a voice box. A student may use this device through touching it or with another “switch” device. The student selects the words or phrases and the communication device states them aloud, for all to hear. This type of communication technology allows students to associate with their peers and take place in classroom learning.

Voice recognition word processors are another form of communication technology that assists students with physical and cognitive disabilities. This device helps students who are physically unable to type in addition to those who have a difficulty transferring spoken language to written language. A student uses this device by dictating the text they desire to be printed. The word processor, through the voice recognition program, then transfers their words to text.

Additional, equally if not more important, hardware devices are the adaptations that are made to make personal computers more easily accessible. The simplest of such devices is a switch that can be activated with the hand, foot, head, or even by breath. This switch allows a person whose disability limits them from using a traditional keyboard or mouse to access information through a computer, including use of the Internet. Other adaptive devices that can be used with computers include touch screen monitors and screen magnifiers. These adaptations are easier to implement in the classroom and generally, are less expensive than purchasing new or different hardware.

Some assistive technology hardware is not used by students, but by teachers. A voice amplifier may be used in the classroom to assist a student with an auditory impairment. This amplifier may be accessed by the whole classroom, or may be an individual communication device between and individual student and the teacher.

3. Software

Modern education has been shaped by the changing world of informational technology. The general classroom in the world today accesses curriculum through informational technology software. Software has also been modified to meet the needs of persons with cognitive and physical disabilities. This allows all students to access curriculum and have the same educational advantages and opportunities.

Reading, writing and arithmetic are the “essential” skills taught by our schools. These skills create the foundation for almost all other knowledge. Because of this, much of the adapted software available today focuses on these three skills.

Many reading programs are available for persons with disabilities. “Hypermedia-based children's literature programs, sometimes called ‘talking storybooks,’ are one of the most popular types of software today. These programs read stories aloud to students in realistic digitized speech, colorful graphics accompany the text, and students often can interact with both text and graphics (Lewis, 2002).” Lewis also reports that these programs have many “advantages for students with learning disabilities who are struggling to acquire basic reading skills.” The software is very appealing and motivating. The graphics sound, and opportunities for text or voice interaction help to attain and keep the students attention. “Even students with autism respond to the attractiveness of these programs with increased attention to the reading task (Lewis, 2002).”

Other software includes a more generalized screen reading program. This software, which may be downloaded from various sites on the World Wide Web, transfers the text on a computer screen to oral language, making it more accessible to those with visual and cognitive impairments. This software may be used in combination with voice recognition software to help a student read and compose email, complete applications on the Internet, or take a test, entered into the computer by a teacher.

The World Wide Web plays a significant role in the lives of both students and educators. Above mentioned screen readers and voice recognition programs help to make it accessible to persons with disabilities. However, sites must be created according to necessary guidelines to be accessible to persons with disabilities. Some of these guidelines include. Provide equivalent alternatives to auditory and visual content; Ensure user control of time-sensitive content; Design for device-independence; and Provide clear navigation mechanisms. These simple accommodations help people with disabilities to access endless information in addition to additional assistive technology.

4. Conclusion

Assistive technology helps students with physical and cognitive disabilities to receive a valuable education. According to the Individuals with Disabilites Education Act, reauthorized in the United States of America in 1997, assistive technology must be provided to students to help them receive a valuable education. This assistive technology is provided by manufacturers throughout the world, often at a very minimal cost to persons with disabilities.

Sources:

1. Lewis, R. (2002). Reading Software for Students with Learning Disabilities: Hypermedia-Based Children's Literature http://www.ldonline.org/ld_indepth/technology/lewis_rdgsftware.html
2. Menlove, M. (1996). Dissertation: A Conceptual Analysis of the Appropriate Role of Assistive Technology in the Education of Students with Disabillities. Logan, UT: Utah State University.
3. Designing and Understanding Accessible WWW Pages http://www.ataccess.org/rresources/webaccess.html

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