Enhancing mental skills for better Reading-writing abilities using Interactive assistive Technology: A survey-based study for Down Syndrome Students

Abstract

The aim of present study is to bring Human-Computer Interaction strategy to bridge the reading-writing issues faced by intellectual disabled Down Syndrome Students with the support of Interactive Technology. We have used mixed methodology, wherein an online survey is processed across the Pakistan to evaluate medium of computing technology accessed by Down syndrome students and to identify the problems faced in reading-writing. A practical approach carried out to observe the mental strengths and thinking potential through hands-on practice with desktop, portable devices, smart phones, and specific applications. A proposed Interactive Learning Model compensate the barriers faced in reading- writing through using assistive technology services and applications. The results show that the assistive technology and relative services enhance the thinking and decision-making abilities. Interactive technology and smart solutions provide a continuously support with touch-to-speak technology to develop language skills and expressing their thoughts, communication control and decrease frustration. Tough-type-read-spell oriented custom software to improve reading and spelling skills and to provide paperless advantage.