After reading the content from the Weekly Reading folder, provide a thoughtful discussion on the role of assistive technologies in the classroom.
• Elaborate on the purpose of assistive technologies with respect to students.
• Describe the process to appropriately pair students with assistive technologies.

ANSWER

Role of Assistive Technologies (ATs) in the Classroom

Adebisi et al. (2015) define assistive technology as devices and tools that help students or learners with disabilities perform their everyday activities (Adebisi, Liman, & Longpoe, 2015). Hence, the primary purpose and role of ATs incorporate maintaining and improving functionality among students with LDs. The authors further specify disabilities described by the term, including flawed inabilities in listening, writing, spelling, mathematical calculations, thinking, reading, and speaking, exclusive of visual, hearing, and motor handicap. Assistive technologies play vital roles among students with LD, purposing to improve their academic success and achievement seen through improved writing (spell checkers), reading (tape recorders), listening (FM listening systems), and doing mathematical calculations (talking calculator) (Adebisi, Liman, & Longpoe, 2015). Second, ATs enhance rather than replace basic skills, such as strengthening the students’ organizational, mathematical, listening, and speaking skills. For instance, a text-to-speech software converts written words of a student with speaking difficulties into speech hence, communicating their intended contribution. A talking calculator improves a student with mathematical calculations problems, as the talking calculator reads numbers and symbols, enhancing comprehension and calculation skills.

It is essential to pair and choose the most appropriate and right ATs among students to acquire the best and successful results. Adebisi et al. (2015) explains seven steps appropriate when pairing students with LD with ATs can be achieved. Primarily, ascertaining the specific problem is crucial as the utilization of ATs depends on issues identified; second, recognizing the students’ strength to examine their potential; and thirdly, involving the student in ATs selection process, as a student’s interest is a consideration factor. When involved in selecting the ATs tool, students are likely to use it efficiently, minimizing any resistance. Fourth, choosing ATs that address the disability to the core based on the identified strengths and weaknesses is recommended. Fifth, identifying the technology’s specific setting must be considered, including their storage and furniture, to hold firmly and securely. Six, supportive technologies of the identified ATs should be highlighted (Adebisi, Liman, & Longpoe, 2015). For instance, a computer with a window system that supports software such as speech recognition software, to mention a few. Finally, when choosing ATs, one must ensure they are easy to operate and learn to maximize comprehension and benefits among students with LDs rather than providing a susceptibility to frustration and lose of interests.

Reference

Adebisi, R. O., Liman, N. A., & Longpoe, P. K. (2015). Using Assistive Technology in Teaching Children with Learning Disabilities in the 21st Century. Journal of Education and Practice, Vol 6, (24), pp: 14-20.