This article gave an overview of the types of adaptive
technology equipment that is available to those with disabilities in order to
enhance their independence. The two major issues for those with disabilities are
their access to computers and the access to resources that help them use the
computers.
Blindness requires adaptive equipment. This could be locator
dots, speech output and braille embossers. Those with low vision need large
print and large monitors along with speech output. Those with learning
disabilities may require grammar and spell checkers, word prediction software,
phonetic spelling software, speech recognition, enlarged screens and speech
output. Those with speech or hearing disabilities may require a flash to
indicate an error or communication devices. Those with mobility issues may
require accessible on/off switches, pointing devices, modified keyboards and
speech input/output devices.
Burgstahler states that the point of providing access to
technology for all ability levels is to help them be capable of handling a
wider range of activities independently. Some of the barriers to being able to
use technology include input barriers, interpreting output and reading
documents. Using a modified keyboard, a keyboard emulator, speech input or
other software aides can help input barriers.
For those with learning disabilities, software that helps
with spoken and written word, arithmetic and reasoning are helpful. Some of the
disabilities referenced in the article include dysgraphia, dyscalculia,
dyspraxia, non-verbal learning disability and dyslexia. These students would
benefit from word processors, reading systems, concept mapping, phonetic
spelling, word prediction, speech recognition, organizational software, talking
calculators and low-tech tools such as post-it noes and highlighters.
Those with mobility impairments must have access to the
facility itself as well as the proper furniture that will support them. A
proper keyboard that meets their needs is also critical Word prediction software
as well as alternative pointing systems are also beneficial. A switch keyboard
and mouse access using Morse code is also helpful. Speech recognition and
reading systems are also helpful to this population. Those with sensory
impairments can benefit from a large display, closed captioning and limited
sensitivity and speech input.
Reflection
My daughter, Olivia, has Cri du Chat syndrome and has global
delays including fine motor and gross motor delays as well as mental
retardation. I’ve been aware of adaptive
equipment for many years now because Olivia has needed it. Olivia uses an extra
large touch screen monitor at school to help her use technology. She has used a
“talker” in the past when she was
non-verbal. She also uses an Ipad to help her complete her schoolwork and
learn. Were it not for Olivia, I wouldn’t know much about
adaptive technology. I haven’t had any students who
required any adaptive equipment yet. I do have an ESL student from Saudi Arabia
who uses Google translator to help him understand his assignments. I am thrilled that there are so many options
available to those who need it. One concern would be whether or not the school system would provide such equipment. Most adaptive equipment is very expensive. I know when we needed a "talker" for Olivia, the district was very hesitant to purchase such expensive equipment. I fear it would be a fight for many parents of the children with disabilities to get the equipment their child needs.
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