As we further strive to differentiate and personalize instruction and learning experiences for our students, it is only natural that we include assistive technology in the process. Such tools make possible for students facing physical or cognitive challenges what others without such challenges take for granted. As educators and technology specialists, it is essential that we use our knowledge and understanding of assistive technology to provide equal access to information and learning experiences as well as additional support to enable learning, achievement, and growth.
In a TeachThought blog post, we learn that, “Computer programs have been designed to make it easier for disabled students to access material, communicate their ideas and work, and participate in educational experiences (TeachThoughtStaff, 2012).”
Such programs range in design and function. From virtual reality devices such as the Oculus that enable people with mobility issues to once again experience the wonder of walking around to screen readers and magnifiers to enhance the readability of digital content, assistive technology is “ending the isolation and limited opportunities disabled students have long faced (TeachThoughtStaff, 2012).”
The accessibility features on the Windows-supported computer that I use for this course provide an incredible opportunity to enhance the computer-based learning experience for all learners. While some may require the help of a family member or friend to set up, once this is done, they largely provide the ability to use the computer independently.
As mentioned before, magnifier tools can be used to increase the size of fonts and on-screen digital media. This tool enhances the visibility of digital content for students with visual impairments.
For those who are unable to see on-screen materials with the help of a magnifier, there is also a narrator setting (or screen reader) that reads text and the alternate text for links and images in a systematic fashion. This setting allows students to not only access and comprehend text but to also get a sense of how the on-screen content is formatted and connected.
My computer’s accessibility features also meets the needs of students with specific physical and cognitive needs as well. For students prone to epileptic seizures, moving animations and graphics can be disabled. This helps these learners to engage in computer use without the fear of having an epileptic episode, which greatly lessens the cognitive and emotional strain of performing such a task.
Additionally, settings can be enabled to allow students to type and move across the computer screen without actually needing to use a physical keyboard or mouse. As a substitute for using the mouse or other pointing devices, the Ease of Access Center provides a setting for using the number pad on the keyboard to navigate across the computer screen. Similarly, for those who are not able to type on a traditional keyboard, an onscreen keyboard display can be used with the help of a mouse.
Some students have auditory disabilities. To meet their needs while using a computer, text or visual alternatives for sound can be enabled. These include Sound Sentry which is an activation of visual notifications for sound. Likewise, text captions for spoken dialog can be used when available.
While assistive technology is not limited to the features on a desktop computer alone. These serve as an enhancement to the learning experience that is readily accessible. They also provide for the opportunity to participate in regular classroom activities and routines while simultaneously building social relationships with peers. “This endless opportunity is truly what education should be all about, for everyone (TeachThoughtStaff, 2012).”
References
The Role Of Assistive Technology In Supporting Disabled Learners. (n.d.). Retrieved April 21, 2014, from http://www.teachthought.com/technology/the-role-of-assitive-technology-in-supporting-disabled-learners/
You mentioned that assistive technology can provide opportunities for students to build social relationships, and I think that is a critical role we all too often overlook. It is easy as educators to acknowledge the role relationships play in learning, but I think it is also easy to miss how isolating many disabilities can be. Any tools that allow a student to fully participate in a class and to communicate with their peers will go a long way toward building those crucial relationships.
ReplyDeleteThe Ease of Access Center has a number of controls that are probably not known by most mainstream users (I didn't realize them until after reading this post). I think all elementary teachers should know of these controls to help students - especially since they are usually the ones who end up teaching "computer" and are in the lab with students.
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