Assistive technologies and the education system in India
Assistive technologies and the education system in India Assistive technologies and the education system in India
tools can help them in getting education like their counter parts? Such questions varyfrom person to person depending upon his/her needs. Hence, it becomes necessary onthe part of teachers and manufacturers to know the specific needs of these people andthe concepts like assistive technology, universal design and accessibility. In this section,an attempt has been made to discuss the above mentioned concepts with particularreference to the use of assistive technologies and various methods and techniques toadapt them in teaching-learning process. Some assistive technologies and their specificuse for students with vision impairments have also been discussed. People withdisabilities or / and special needs according to their own requirements need somestructural changes or some extra tools to be added to the conventional or traditionaltechnological tools with the main devices for better accessibility. This kind of technologyassists such people to get their work done. Any device that is used to enhance a person’sworking ability is called a special device or assistive technology. In other words,assistive technology means alternative or adaptive specialized hardware and software,including input and output devices designed for users with various disabilities{Ramakrishna T. 2009, Petty, R.E. 2012 ) defines assistive technology as ‘Software orhardware that has been specifically designed to assist people with disabilities in carryingout daily activities’. These technologies help the students with learning and physicaldisabilities to actively participate in inclusive teaching and learning tasks such aswriting, reading and for doing mathematics.To a large extent, assistive technologies are found useful in creating new abilities forchildren and adults with disabilities including sensory, cognitive, learning and physicaldisabilities. This allows these students to independently complete their assignments,examinations and other academic activities. Some examples of assistive technologies are:touch control devices, alternative keyboards and mouse, speech-to-text word recognitiontools, Word prediction programs, word processors, grammar checkers, scanners,compact disc recording (CD-R and CD-RW) drives and spell checkers { Petty,2012 }.New innovations and growth in technology is making it less and less excusable to ignorethe needs of those who are disabled. Researchers are developing sophisticated hardwareand software which help even the most severely handicapped individuals to do theirwork successfully in the mainstream society. The demand for assistive technologies isincreasing significantly, because now more disabled students are studying in normaleducational settings. Assistive technologies are highly essential for helping students withvarious disabilities to succeed in their studies. These also can enable disabled students tosocially interact with their non-disabled peers. The similarity between assistive andconventional technologies revolves round the common aspects. In this context, all
activities involve three things: input, processing and output. Input refers to how onegives information to a product. Processing is related to the electronics that operate on orprocess, according to the information one provides. Output means what the device doesand produces with the information provided. The ways in which assistive technologiesare different from conventional technologies involve these same three aspects.Individuals with disabilities who use these technologies usually select a combination ofconventional and assistive technologies. They rely on the conventional ones especiallywhen universal access features are part of the product's design. The distinction betweenassistive and conventional technologies is becoming less clear because now the conceptof universal design is being incorporated into conventional technology. Both assistiveand conventional fields are broadening and converging. What is a necessity for some is aconvenience for all. For example, touch screens can be used as alternatives to the mousefor people with disabilities. But at the same time, these are the convenience for otherswhich are generally used in ATM machines and at airports. Similarly, voice recognitionsystem which allows controlling a computer through verbal commands can be used bypeople who cannot use a keyboard to provide input. Today, as the demand from thecommunity of assistive technology users is increasing for universal access,manufacturers have been responding accordingly. The assistive and conventionaltechnologies are blending and a new generation of products with easy accessibilityfeatures are emerging {Armstrong 2009}.Special devices and TechnologiesIt is very difficult to classify or label the varying degrees of visual acuity. Most of thestudents with visual impairments need some type of technologies for effective learningwhile pursuing their studies. The students who are visually impaired but have someuseful vision mostly rely on large-print materials, specialized magnification lenses or onthe electronic enlargement technologies for better accessibility. The people with novision, who traditionally had to depend on tape recordings or on Braille print, now havemany options of other devices and technologies which make them independent forexample, descriptive video services. This technology provides a detailed verbaldescription of visual elements. These services are useful in helping blind or low visionstudents to use educational video programs efficiently. Another significant developmentin the field of computer technology is the innovation of synthetic and digital speechsynthesizers. These are the output technologies which assist the students withcommunication disorders and visual impairments. These text-to-speech applications arealso known as screen readers. With the use of these screen readers, visually impairedstudents can read the text found on the screen aloud. The screen reading technologies
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tools can help <strong>the</strong>m <strong>in</strong> gett<strong>in</strong>g <strong>education</strong> like <strong>the</strong>ir counter parts? Such questions varyfrom person to person depend<strong>in</strong>g upon his/her needs. Hence, it becomes necessary on<strong>the</strong> part of teachers <strong>and</strong> manufacturers to know <strong>the</strong> specific needs of <strong>the</strong>se people <strong>and</strong><strong>the</strong> concepts like assistive technology, universal design <strong>and</strong> accessibility. In this section,an attempt has been made to discuss <strong>the</strong> above mentioned concepts with particularreference to <strong>the</strong> use of assistive <strong>technologies</strong> <strong>and</strong> various methods <strong>and</strong> techniques toadapt <strong>the</strong>m <strong>in</strong> teach<strong>in</strong>g-learn<strong>in</strong>g process. Some assistive <strong>technologies</strong> <strong>and</strong> <strong>the</strong>ir specificuse for students with vision impairments have also been discussed. People withdisabilities or / <strong>and</strong> special needs accord<strong>in</strong>g to <strong>the</strong>ir own requirements need somestructural changes or some extra tools to be added to <strong>the</strong> conventional or traditionaltechnological tools with <strong>the</strong> ma<strong>in</strong> devices for better accessibility. This k<strong>in</strong>d of technologyassists such people to get <strong>the</strong>ir work done. Any device that is used to enhance a person’swork<strong>in</strong>g ability is called a special device or assistive technology. In o<strong>the</strong>r words,assistive technology means alternative or adaptive specialized hardware <strong>and</strong> software,<strong>in</strong>clud<strong>in</strong>g <strong>in</strong>put <strong>and</strong> output devices designed for users with various disabilities{Ramakrishna T. 2009, Petty, R.E. 2012 ) def<strong>in</strong>es assistive technology as ‘Software orhardware that has been specifically designed to assist people with disabilities <strong>in</strong> carry<strong>in</strong>gout daily activities’. These <strong>technologies</strong> help <strong>the</strong> students with learn<strong>in</strong>g <strong>and</strong> physicaldisabilities to actively participate <strong>in</strong> <strong>in</strong>clusive teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g tasks such aswrit<strong>in</strong>g, read<strong>in</strong>g <strong>and</strong> for do<strong>in</strong>g ma<strong>the</strong>matics.To a large extent, assistive <strong>technologies</strong> are found useful <strong>in</strong> creat<strong>in</strong>g new abilities forchildren <strong>and</strong> adults with disabilities <strong>in</strong>clud<strong>in</strong>g sensory, cognitive, learn<strong>in</strong>g <strong>and</strong> physicaldisabilities. This allows <strong>the</strong>se students to <strong>in</strong>dependently complete <strong>the</strong>ir assignments,exam<strong>in</strong>ations <strong>and</strong> o<strong>the</strong>r academic activities. Some examples of assistive <strong>technologies</strong> are:touch control devices, alternative keyboards <strong>and</strong> mouse, speech-to-text word recognitiontools, Word prediction programs, word processors, grammar checkers, scanners,compact disc record<strong>in</strong>g (CD-R <strong>and</strong> CD-RW) drives <strong>and</strong> spell checkers { Petty,2012 }.New <strong>in</strong>novations <strong>and</strong> growth <strong>in</strong> technology is mak<strong>in</strong>g it less <strong>and</strong> less excusable to ignore<strong>the</strong> needs of those who are disabled. Researchers are develop<strong>in</strong>g sophisticated hardware<strong>and</strong> software which help even <strong>the</strong> most severely h<strong>and</strong>icapped <strong>in</strong>dividuals to do <strong>the</strong>irwork successfully <strong>in</strong> <strong>the</strong> ma<strong>in</strong>stream society. The dem<strong>and</strong> for assistive <strong>technologies</strong> is<strong>in</strong>creas<strong>in</strong>g significantly, because now more disabled students are study<strong>in</strong>g <strong>in</strong> normal<strong>education</strong>al sett<strong>in</strong>gs. <strong>Assistive</strong> <strong>technologies</strong> are highly essential for help<strong>in</strong>g students withvarious disabilities to succeed <strong>in</strong> <strong>the</strong>ir studies. These also can enable disabled students tosocially <strong>in</strong>teract with <strong>the</strong>ir non-disabled peers. The similarity between assistive <strong>and</strong>conventional <strong>technologies</strong> revolves round <strong>the</strong> common aspects. In this context, all
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