Assistive Technology Device

Discuss Possible Applications for the Assistive Technology Device

Examine the Benefits of the Assistive Technology Device

Examine the Disadvantages of Assistive Technology Devices

Which Disorder is the Assistive Technology Device Used for? (s)

Inclusion, Resource, Self-Contained, or a Mix of Assistive Technology Devices in the Classroom

Assistive text-to-speech software

The technology is critical in allowing blind and dyslexic pupils to read using a synthesized voice.

Uses speech sounds to aid reading; may not benefit pupils with hearing impairments (Pérez, Arrue, & Abascal, 2014).

The combination of hyperactivity disorder, autism, and dyslexia (Dell, Newton, & Petroff, 2016)

Intel reader

Used in facilitating reading of text laid in digital format

Size and weight of the device are light, thus, portable.

Is only effective when utilizing digital text (ANDERSON‐INMAN & Horney, 2007).

autism

Inclusion

FM Sytems

The device is crucial in facilitating hearing amongst children with hearing disabilities.

The device is equally effective despite the background noise and distance between the teacher and the students

The radio broadcast technology may present health effects to the learner (Cassidy, et al, 2016)

autism

Resource

Sound field system

Facilitates hearing for students with hearing and learning issues in the classroom set up

Sound from the device travels evenly throughout the classroom.

Only effective in classrooms with good acoustics

Central auditory processing disorder.

resource

Siff and puff system

The system facilitates operation of computer by students with paralysis (Wood, Moxley, Tighe & Wagner, 2017)

Resourceful to students with motor skill disorders

The device is cumbersome to use as a student will need to need to use his or her mouth to operate it.

Fine motor skill disabilities

Resource

Proofreading software

The system has additional proofreading abilities in addition to that of word processing

Addresses the needs of any student who may find reading and writing to be a challenge.

The device needs the student to utilize his or her initiative to learn of the new English skills using the proofreading device.

dyslexia

Inclusion

References

ANDERSON‐INMAN, L. Y. N. N. E., & Horney, M. A. (2007). Supported eText: Assistive technology through text transformations. Reading Research Quarterly, 42(1), 153-160.

Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson.

Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2017). Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. Journal of learning disabilities, 0022219416688170.

Cassidy, S. A., Stenger, B., Van Dongen, L., Yanagisawa, K., Anderson, R., Wan, V., ... & Cipolla, R. (2016). Expressive visual text-to-speech as an assistive technology for individuals with autism spectrum conditions. Computer Vision and Image Understanding, 148, 193-200.

Pérez, J. E., Arrue, M., & Abascal, J. (2014). Mintzatek, Text-to-Speech Conversion Tool Adapted to Users with Motor Impairments. In ICEIS (3)) (pp. 112-119).