Assistive technologies (AT) are specialized products designed for people with special educational needs and disabilities. This report summarizes the available evidence concerning AT use and outcomes in education for policy makers, administrators, educators, researchers, and industry in order to provide a comprehensive snapshot of the evidence informing when, where, and for whom AT works.
The second edition clearly understands and addresses two of the most important aspects of assistive technology: that classroom technology changes rapidly, and that individual students with disabilities require personalized solutions when it comes to successfully completing daily, school-related tasks. With the first aspect in mind, the authors of this contemporary and engaging text have included web site information that will keep students and instructors up to date with the most current advancements in assistive technology, research, web site links, and other resources. With the second aspect in mind, the authors have approached assistive technology with a focus on finding assistive technology tools that speak to individual students, not disability categories. - Back cover
This paper presents an analytical framework for selecting and matching assistive technology to learners with a disability. The purpose of this paper is to analyze assistive technology literature for students with disabilities. The literature search rendered N=57 literature and n=17 manuscripts were identified in the special education technology field studies. Each source was evaluated according to the following criteria: types of disability, learning objectives and tasks, types of assistive devices available, application, and competency in matching the assistive technology with a specific disability. Results show (1) research in this field tends to be limited to faculty development and need assessment focus, (2) technological interventions appeared scattered, vague, incomprehensive and non-specific, and (3) pre-service teachers' comfort level of assistive technology in an inclusive classroom remain low. An updated list of various type of AT suggesting teachers to match each technological tool to a specific disability is summarized in Table 1 and it is also included in this study. [Support for this paper was provided by a grant from Niagara University College of Education.].
In higher education systems, equal importance must be given to differently abled students. However, not all educational institutions have infrastructure and facilities to admit these students even though accessibility and support for these students is growing. There are many schemes, facilities, services, and financial assistance available to these students along with new assistive technologies that are making teaching and learning processes more effective. While using new technologies in education systems such as e-learning and blended learning, these students need special attention as well as some advanced training and additional features in the technology itself that better help them become familiar with it. Understanding the demands and requirements of differently abled students is the best way to provide them with quality education. Assistive Technologies for Differently Abled Students explores how to implement effective assistive technologies and other related services for providing differently abled students an education that is high quality and equal to their peers, enabling them to go on and excel in their field and obtain employment. Topics that are highlighted within this book include an overview for the different types of diverse assistive technologies for all types of students including students with visual impairments, learning disabilities, physical challenges, and more. This book is ideal for school administrators, researchers of higher educational institutes, non-governmental organizations, assistive technology experts, IT professionals, social workers, inservice and preservice teachers, teacher educators, practitioners, researchers, academicians, and students looking for information on the types of assistive technologies being employed in education for all types of differently abled students.
This innovative Research Agenda offers a comprehensive analysis of the role of assistive technology (AT) in the lives of people with disabilities. Contributors representing a diverse range of stakeholders including researchers, practitioners and people with disabilities suggest avenues for research over the next 10 years.
The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.
This book constitutes the refereed proceedings of the Second International Conference on Innovative Technologies and Learning, ICITL 2020, held in Porto, Portugal, in November 2020. The 65 full papers presented together with 2 short papers were carefully reviewed and selected from 127 submissions. The papers are organized in the following topical sections: Augmented and Virtual Reality in Education; Educational Data Mining and Learning Analytics; Emerging Issues and Trends in Education; Innovative Learning in Education; Online Course and Web-Based Environment; Technology-Enhanced Learning; Application and Design of Innovative Learning Software; and Science, Technology, Engineering, Arts and Design, and Mathematics. Due to the Corona pandemic this event was held virtually.
This guide presents strategies for applying technology to help students who have cognitive and physical disabilities, and shows how technology is useful not only in presenting curriculum and assessing students, but also in the administration and organization of special education programs. Case studies and descriptions of state-of-the-art applications illustrate how technology can help students with disabilities master complex materials and basic skills and how technology can support educators in assessing and evaluating students' progress. Chapter 1 describes the most common challenges associated with educating children with disabilities and discusses research-validated approaches in assistive instruction and assessment technologies. Chapter 2 demystifies the process of determining what technology will best meet student needs and discusses the cost effective acquisition of those technologies. Chapter 3 delineates strategies necessary to ensure that technology investments produce continuous learning improvements, including the establishment of a technology team and devising a long-range technology plan. Chapter 4 provides assistance in finding the help needed to make technology "pay off." It includes an extensive resource list that provides contact information and describes national, state, and local organizations, information centers, clearinghouses, and research group that provide services, information, and demonstrations of technology. An appendix includes relevant federal documents on assistive technology. (CR)
The Advances in Special Education Technology series is designed to focus international attention on applications of technology for individuals with disabilities.
"This book presents cutting-edge research in the field of assistive technologies, including both theoretical frameworks and empirical research to benefit individuals with motor and cognitive disabilities"--Provided by publisher.
