Book and Software Review: Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities

Effective use of assistive technology in inclusive classroom: views of teachers on resources and challenges in a developing economy

“…In a developing economy, it is critical for teachers to exhaust low‐tech and mid‐tech ATs options, to support pupils with SEND, before contemplating the use of high‐tech devices. This is consistent with the focus of IE that poverty or any form of condition should not deprive a child quality education, no child should be left behind, hence the most practical and affordable ATs should be used for inclusion (Dell et al ., 2012). However, flexibility in selection of ATs and recognition of pupils' choices are prerequisites for effective use of ATs.…”

“…With the rapidly changing pace of technological innovations, there are several forms of ATs that schools can adopt/ adapt to enhance teaching and learning (Osam et al, 2021;Ngonyani and Mnyanyi, 2021). These forms of ATs, according to Dell et al (2012) have been categorised into low-tech (non-electric such as walking canes or binder clips), mid-tech (mechanical devices with minimal complications such as calculator or visual timer) and high-tech (sophisticated electronic systems such as optical scanners, touch-screen technologies, electric wheelchairs and screen readers).…”

“…These forms of ATs, according to Dell et al . (2012) have been categorised into low‐tech (non‐electric such as walking canes or binder clips), mid‐tech (mechanical devices with minimal complications such as calculator or visual timer) and high‐tech (sophisticated electronic systems such as optical scanners, touch‐screen technologies, electric wheelchairs and screen readers).…”

A Comparison of Synthetic and Human Speech: an Evaluation by English as a Foreign Language Students in a Public Costa Rican University

“…Assistive technology refers to tools, devices, or software created to help people with disabilities perform tasks that they would otherwise be unable to perform or may complete with difficulty (Emiliani & Association for the Advancement of Assistive Technology in Europe, 2009). These technologies can aid people with several disabilities, including physical, sensory, and cognitive impairments (Bouck, 2017;Cook, 2019;Dell et al, 2017;Green, 2018). Examples of hardware assistive technology include adaptive computer hardware, such as large print keyboards, mouse devices, screen magnifiers, and adapted joysticks for individuals with mobility or dexterity issues.…”

Adaptando técnicas de codesign na criação de um ambiente para apoiar a aprendizagem de língua portuguesa com e para pessoas S/surdas

“…Buscando combater essa injustic ¸a social, propomos um framework para o codesign de Tecnologia Assistiva (TA) com e para membros de Comunidades S/surdas. O framework é principalmente embasado em três bases teóricas: o Design Socialmente Consciente (DSC) [Baranauskas et al 2013], o Ciclo de Adoc ¸ão de Tecnologia Assistiva (CAAT) [Kintsch and DePaula 2002], o ciclo de Interac ¸ão Humano-Computador (IHC) [Rogers et al 2013], além de também se apoiar em outros estudos sobre TA e estratégias de aquisic ¸ão da língua portuguesa como L2 [Cook and Polgar 2008, Dell et al 2008, Hersh and Johnson 2008a, Hersh and Johnson 2008b. Para validar o framework, conduzimos um estudo de caso sobre um ambiente para apoiar o processo de aprendizagem da língua escrita, como L2, para pessoas S/surdas usuárias da língua de sinais.…”