Use Of Assistive Technology Research Articles

SUCCESSFUL LEARNING EXPERIENCES OF OT AND PT STUDENTS: ENGAGING OLDER ADULTS IN THE USE OF ASSISTIVE DEVICES

Abstract The Arkansas Colleges of Health Education and the Arkansas Geriatric Education Collaborative collaborated on a project to use an authentic teaching/learning approach with occupational and physical therapy students about the use of assistive technologies (AT) through educating older adults. Twenty occupational and physical therapy students were mentored by faculty/staff to collaborate with community-dwelling older adults to research, develop, and disseminate 27 video vignettes shared via Facebook. The vignettes included demonstrations using AT for self-care, home management, community engagement, and leisure participation to help older adults live safely and independently. Through this authentic learning approach, the students learned about the use and benefits of AT, interprofessional practice, and the importance of collaborating with older adults. Viewers of the videos were encouraged to seek further information, providing yet another opportunity for students to acquire additional information about how to secure AT and engage with older adults. Focus groups of faculty & staff involved in the project were held to determine student learning themes arising from this project. Through these focus groups, faculty/staff expressed that students • conveyed AT recommendations without prompts for clients served in the ACHE on-campus clinic; • demonstrated a greater understanding of available non-medical AT; • revealed greater comfort levels working with older adults; • gained an appreciation and understanding of each other’s disciplines; • attained professional development goals. It was also noted that faculty involved in the project appreciated the authentic nature of the teaching approach as opposed to more traditional teaching styles such as lectures.

ENGAGING OLDER ADULTS VIA SOCIAL MEDIA DURING A PANDEMIC: SUCCESSFUL LEARNING EXPERIENCES FOR STUDENTS AND ADULTS

Abstract The Arkansas Colleges of Health Education and the Arkansas Geriatric Education Collaborative collaborated on a project to educate senior adults about the use of assistive technologies (AT) for self-care, home management, community engagement, and leisure participation to help them live safely and independently. Occupational and physical therapy students collaborated with 10 community dwelling senior adults to research, develop, and disseminate 27 video vignettes shared via Facebook. These vignettes were developed and shown during a time when senior adults were encouraged to isolate during the pandemic. As of January 2023, the outcomes of sharing the 27 video vignettes on Facebook included: a total of 17,204 views, the most viewed was “Lighting and Magnification” at 1,000+ views, followed by “Sewing” at 992 views, the least viewed was “Fishing” at 147 views. Older adult viewers feedback included: contact with ACHE to ask how to purchase the assistive devices; sharing the information gained with their family members and others; purchase of devices; providing a resource for AT assistance for OA. Additionally, the senior adults that participated in the project reported a better understanding of the AT after presenting in the videos. In conclusion, these results indicate that creating the video vignettes and sharing them on Facebook had an extensive reach beyond the 27 individual sessions. This also demonstrated that the viewers were actively engaged as noted by their questions and comments.

Capturing multiple assistive technology use and its impact in later life: lessons learned from distinct measurement approaches

Purpose Assistive technology (AT) use is prevalent in older adulthood and can accommodate activity difficulties to support well-being. However, within the context of multiple activity difficulties and multiple technology use, it is unclear how to best assess their combined effects on older adults’ health outcomes. This study proposed four distinct approaches to quantify multiple AT use and examined their respective impact in later life. Material and methods Using data from the 2015 round of the National Health and Aging Trends Study (n = 6,936), we compared four indices to summarize the state of multiple AT use among the U.S. older population: binary, item-specific, cumulative, and accommodative. Separate regression analyses tested the impact of each index on older adults’ well-being and restricted participation in meaningful activities. Results In 2015, 59.9% of the respondents were identified as AT users. Among these users, 53.8% reported using two or more technologies when performing daily self-care and mobility activities. The implications of multiple AT use for health outcomes varied across the four indices. Approaches that captured elements of person-technology fit provided the most nuanced and actionable insights on the benefits of using AT to support well-being. Conclusions ATs were commonly adopted by older adults in everyday activities. Overall, findings suggest that there are multiple approaches to conceptualize the independent, cumulative, or balanced effects of multiple AT use. Each measurement approach has unique implications for understanding the impacts of using ATs on older adults’ health outcomes.

Flexible Learning and Student-Teacher Relationship Experience of College Students with Visual Impairment

In the absence of guidelines and policies on flexible learning delivery to students with special needs from the Commission on Higher Education, this study aimed to describe the lived experiences of flexible learning and the student-teacher relationship of four college students with visual impairments who were mainstreamed in a Philippine higher education institution during the COVID-19 pandemic. The researchers utilized the Husserlian descriptive phenomenological approach and performed a thematic analysis of the data gathered from the interview. As a result, the themes that emerged for flexible learning were (1) environmental and (2) personal factors. On the other hand, the themes that emerged for student-teacher relationships were (1) instructional and (2) motivational interactions. During flexible learning, the students encountered factors beyond their control, making them feel ambivalent and experience adverse health consequences. Despite the challenging circumstances, they coped by upskilling and through social support. The students received accommodation, care, and encouragement from their teachers but asserted that their unique needs must be considered when their teachers design academic tasks and instructional materials. The insights gained from the study imply that education leaders and university administrators may improve the flexible learning experience of students by crafting inclusive quality education policies and capacitating teachers on disability awareness, appropriate teaching strategies, and the use of assistive technology for students with visual impairment.

A Study of Attitudes, Skills, and Barriers Among the Special Education Hearing Impairment Teachers in the Use of Assistive Technology in Teaching

In the context of special education, most of the special education hearing impairment (SEHI) teachers understand that the use of assistive technology (AT) is a necessity in teaching and providing opportunities for SEHI students to control and improve their learning. However, the question of the acceptance of SEHI teachers use of AT in teaching is not much discussed. The objective of this study is to examine the attitudes, skills, and barriers of SEHI teachers to the use of AT in teaching. This study was conducted in special education secondary schools (SESS) in Selangor, Penang, Pahang, and Kedah. The sampling used was a purposive sampling of four respondents, consisting of two male teachers and two female teachers. The design of this study uses qualitative approaches, and interviews are the methods used as research instruments. The result of the study was an analysis of content (content analysis) by presenting the exact sentence of the respondent. The findings show the SEHI teachers have moderate attitudes and moderate skills towards the use of assistive technology in teaching, while the lack of cost, infrastructure, and resources for assistive technology is a barrier to the use of assistive technology in SESS. Discussions on the findings and recommendations to stakeholders have been raised to enhance the application of the assistive technology elements in the teaching of SEHI teachers in Malaysia.

Availability of basic first aid training for cardiac arrest for people with disabilities

Aim. Basic first aid digital training for cardiac arrest opens up opportunities for mass dissemination of knowledge, popularization and motivation of the population to provide assistance, and can also replace the theoretical part of classroom training, reducing the cost of training. However, due to poor design, such training may not be available to people with disabilities (PWD), who constitute a large population of more than one billion potential participants in first aid. The aim was to study the digital accessibility (web accessibility) of massive open online courses in cardiopulmonary resuscitation (CPR) for PWD.Material and methods. A search was carried out for free English-language online courses teaching the principles and rules of providing first aid in cardiac arrest. In addition, the digital content of online courses was assessed for compliance with the international Web Content Accessibility Guidelines (WCAG) 2.1.Results. All basic CPR online courses analyzed (n=28) were characterized by poor web accessibility. For each course, between 26,9% and 51,3% of the WCAG 2.1 guideline success criteria were not met. All courses have web accessibility errors related to text contrast and visual issues, lack of alternative text descriptions for non-text content, missing abbreviations, and web page layout issues that prevent the use of assistive technologies (such as text-to-speech software). Overall, none of the courses meet all of the criteria for the minimum acceptable level of compliance with WCAG 2.1 guidelines. The discovered problems of web accessibility can serve as serious, sometimes insurmountable barriers to the mastery of courses by students (including older people) with visual impairments, hearing loss, motor, cognitive and neurological disorders.Conclusion. All free mass online courses on basic CPR have deficiencies in the availability of digital content, which significantly complicate the learning of educational materials by PWD. The development of uniform guidelines for accessible educational content, along with the intensification of research and the implementation of organizational and methodological measures to ensure the availability of educational resources on first aid for various categories of the population, should help create equal opportunities for quality training. In addition, this should significantly expand the population coverage with training, and increase the frequency and effectiveness of first aid.

Inclusive Education Practices: Fostering an Accessible Learning Environment for Diverse Learners

Inclusive education, focusing on creating an accessible learning environment for diverse learners, is a crucial aspect of contemporary educational practices. This journal article explores the implementation of inclusive education practices and their impact on fostering a learning environment that accommodates the needs of students with diverse abilities, backgrounds, and learning styles.
 The background of the research emphasizes the global shift towards inclusive education as an approach to address the diverse needs of learners in mainstream educational settings. The research gap centers around the need for a comprehensive understanding of the practical strategies and interventions that contribute to the successful implementation of inclusive practices.
 The urgency of this research lies in the importance of providing equitable educational opportunities for all students, regardless of their differences. The article reviews previous studies to identify successful inclusive education models, challenges faced, and the innovative approaches adopted by educators and institutions.
 The novelty of the article lies in its in-depth analysis of inclusive education practices, shedding light on the pedagogical, social, and institutional factors that contribute to creating an inclusive learning environment. It discusses the role of teacher training, curriculum adaptation, and the use of assistive technologies in promoting inclusivity.
 The objective of the research is to offer insights into the effective implementation of inclusive education practices and their positive outcomes on diverse learners. The study aims to benefit educators, policymakers, and practitioners by providing evidence-based recommendations for creating inclusive learning environments that foster the holistic development of all students. Overall, the article contributes to the ongoing discourse on inclusive education and its significance in promoting educational equality and social integration.

Increased risk of placenta previa and preterm birth in pregnant women with endometriosis/adenomyosis: A propensity-score matching analysis of a nationwide perinatal database in Japan.

We aimed to investigate the associations of endometriosis and adenomyosis with pregnancy complications by using a large-scale Japanese database. We retrospectively analyzed 145 590 singleton pregnancies from the Japan Perinatal Registry Network Database. Pregnant women registered as having endometriosis or adenomyosis were designated as the case group (EA), whereas the control group (non-EA) was selected using propensity-score matching adjusted for variables such as age, parity, BMI, smoking history, and the use of assisted reproductive technology. The main outcomes included placental malposition, preterm birth, and hypertensive disorders of pregnancy (HDP). In total, 1203 patients from both the EA and non-EA groups were matched and evaluated. The EA group showed significantly higher rates of placenta previa (odds ratio [OR], 3.01; 95% confidence interval [CI], 1.84-4.92), low-lying placenta (OR, 2.02; 95% CI, 1.06-3.86), and preterm birth (OR, 1.44; 95% CI, 1.13-1.84) than the non-EA group. However, no significant difference was observed in the incidence of HDP (OR, 1.22; 95% CI, 0.90-1.66). The use of propensity-score matching to analyze a nationwide perinatal database in Japan clarified that EA was associated with increased pregnancy complications, specifically placental malposition, including placenta previa and low-lying placenta, and preterm birth, but not with HDP.

The teaching of additional languages to students with specific learning difficulties: challenges and possibilities of engagement

This essay discusses the right of students with disabilities to modify their school syllabus and teaching methods according to their specific needs, as outlined in Brazilian Law No. 9394/96 and No. 13.146/2015. It presents challenges and possibilities of adapting lesson plans and materials for students with visual impairments, autism spectrum disorder, and dyslexia, using a socio-discursive interactionist (SDI) theoretical-methodological perspective in language teaching. For visually-impaired students, the use of tactile materials, audio resources, verbal descriptions, and assistive technology are suggested when working with genres, but this paper also highlights the difficulty of interpreting graphics, tables and other visual representations. For students with autism, studies have shown that using a didactic sequence can be effective for teaching different genres to students with autism while promoting integration in the classroom. For dyslexic students, it is paramount to focus on guiding students to communicate in practical and meaningful ways from a socio-discursive perspective. Overall, the essay suggests that teachers should tailor their lesson plans to the specific needs of each student with impairments, using a genre-based teaching perspective.

Developing Topics.

Currently, there is a search for timely care and intervention on patients with dementia, which have reasonable costs and allow the sustainability and efficiency of national health and social care systems (Livingston et al., 2017). Cognitive interventions delivered in the patient's home can be an excellent alternative, due to their feasibility(Jang et al., 2021) and accessibility (Rai et al., 2021) to the intervention. The aim of this paper is to describe the evidence on cognitive intervention performed at home for patients with MCI and mild dementia. To describe its characteristics and outcomes, and to address its feasibility and usability. A systematic review was performed using the PRISMA recommendations. We reviewed 190 records from four databases: PubMed, CINAHL, Web of Science, and PsycInfo.The quality of the studies was assessed using the tool "Assessment (mERA) checklist7" (World Health Organization, 2016) RESULT: Ten papers were included. With a mean quality score of 0.76/1 (91.7% agreement). The sample contains (N = 777) patients (MA 75.9). 80% have an education >7 years. 87.1% have a diagnosis of mild dementia. There are (N = 628) caregivers (MA 64.8). Seventy percent (n = 440) are women. Positive results were found in: 71% of studies that looked for results on cognition. 66% of the studies that looked for results on mood and behavioral symptoms. 83% of studies that looked for results on functionality/quality of life. 100% of the studies that looked feasibility, and 75% of the studies that looked for results on the caregiver. Cognitive intervention in the home of patients with MCI and early dementia showed positive results at a cognitive, emotional and behavioral levels. Likewise, in the caregiving relationship, emotional health and quality of life of caregivers. The use of assistive technologies in the home has some benefits over face-to-face care. Outcome-cost ratio can be a cost-effective solution for the sustainability and efficiency of national health and social care systems.

The technological reserve hypothesis: A meta‐analysis

AbstractBackgroundOlder adults are increasingly crossing the digital divide, regularly engaging with technologies such as the internet, smartphones, and personal computers. Two distinct theories of the cognitive impact of this digital engagement have been raised. According to the digital distraction hypothesis, regular engagement with technology acutely negatively effects cognition by increasing distractions and decreases cognitive skills over the long‐term by regularly offloading tasks such as recall of facts, directions, and other daily memory tasks into digital technologies. By contrast, according to the technological reserve hypothesis, regular engagement with technology acutely benefits functioning via use of assistive technologies and can reduce long‐term risk for cognitive disorders with age by promoting complex cognitive engagement, sustained connection, and acquisition of digital based compensatory skills.MethodRandom effects meta‐analysis was used to pool effect sizes, with primary effect sizes reported as odds ratios (odds of developing a cognitive diagnosis or odds of having lower cognitive scores as appropriate to each study). We conducted systematic evaluations of study quality and to determine the influence of socioeconomic, education, age, and type of technology.ResultOf 6,183 records identified, 26 studies met inclusion criteria and were included in the final analysis. Engagement with smartphones, computers, and/or the internet was associated with decreased risk of cognitive decline, mild cognitive impairment, and dementia (pooled OR = 0.45, 95% CI 0.318‐0.637, p<.0001; I2 = 99.2%; Figure 1). Potential confounding variables, such as adjustment for socioeconomic factors and education or type of technology measured did not moderate this relationship (Figure 2). Study quality was generally good (Figure 3), though all studies assessed technology use by self‐report and few measured intraindividual changes in technology use over time.ConclusionEngagement with everyday digital technologies is associated with decreased risk of cognitive decline and dementia, consistent with the technological reserve hypothesis. While these studies do not prove causality of this relationship, they do highlight the potential for digital health approaches to promote cognitive health and well being with age. Limitations, particularly with regard to understanding digital disparities and incorporating objective digital use metrics in future studies are discussed in detail.

A Case Study of China Music Teachers in the Use of Assistive Technology in Teaching

In the context of the music education, many middle school music teachers are starting to use Tablets as teaching tools for teaching technology in music appreciation classes. Teachers understand that utilizing Tablets as ICT teaching tools can enhance student engagement and foster a greater interest in learning, When Tablets are distributed to students for use in teaching. However, some teachers are unable to effectively utilize teaching tools such as Tablets in music appreciation classes, thereby failing to achieve optimal teaching outcomes. The objective of this study is to interview teachers' attitudes, skills, and barriers when using Tablets in music appreciation teaching. This study was conducted in five middle schools located in KuanCheng District, Changchun City, Jilin Province, China. The sample consisted of five middle school music teachers, including two males and three females, who had varying years of teaching experience and expertise. The design of this study used qualitative approaches and interview methods to gather data. The result of the study was analysed in content analysis. This finding indicated a low level of attitude and skill towards the use of tablets as the teaching tool in music appreciation teaching, primarily due to a lack of skills, infrastructure, and resources associated with tablets.

Assistive Technology Use Among Students with Visual Impairments in Academic Classes

Assistive technology (AT) is a critical in providing students with visual impairments (VI) access to classroom information. However, little is known about how the fluid and diverse experiences across core-content classrooms that impact the nature of AT use among students with VI. We conducted three classroom observations of 10 secondary-age (i.e., 6th through 12th grade) students with VI in core-content classrooms (i.e., math, English, social studies, or science). Wide variations in AT use suggest that AT needs are individualized. Additionally, writing tasks, reading tasks, and independent instructional groupings were associated with the highest rates of AT usage. However, students receive little support for using their AT in classrooms. We offer implications and recommendations for research and practice aimed at increasing AT use in core-content classrooms.

Use of Assistive Technology for Persons with Psychosocial Disability: Systematic Review.

Assistive technology (AT) refers to assistive products (AP) and associated systems and services that are relevant for function, independence, well-being, and quality of life for individuals with disabilities. There is a high unmet need for AT for persons with disabilities and this is worse for persons with cognitive and mental or psychosocial disabilities (PDs). Further, information and knowledge on AT for PDs is limited. The aim of this review was to explore the pattern of AT use among persons with PDs and its associated socioeconomic and health benefits. The review was reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), and we conducted systematic searches in the 4 databases: PubMed, Embase.com, APA PsycInfo (Ebsco), and Web of Science (Core Collection) with the following index terms: "Assistive Technology," "Self-Help Devices," "Quality of Life," "Activities of Daily Living," "Mental Disorders." We included only AT individuals with PDs can independently use without reliance on a provider. Identified papers were exported to EndNote (Clarivate) and we undertook a narrative synthesis of the included studies. In total, 5 studies were included in the review which reported use of different AT for schizophrenia, bipolar disorder, depression and anxiety disorders. The APs described in the included studies are Palm tungsten T3 handheld computer, MOBUS, personal digital assistant, automated pill cap, weighted chain blankets, and smartphone function. All the AT products identified in the studies were found to be easily usable by individuals with PDs. The APs reported in the included studies have broad impact and influence on social function, productivity, and treatment or management. The studies were heterogeneous and were all conducted in high-income countries. Our study contributes to and strengthens existing evidence on the relevance of AT for PDs and its potential to support socioeconomic participation and health. Although AT has the potential to improve function and participation for individuals with PDs; this review highlights that research on the subject is limited. Further research and health policy changes are needed to improve research and AT service provision for individuals with PDs especially in low-income settings. PROSPERO CRD42022343735; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=343735.

Frontiers of Ovarian Carcinosarcoma.

Ovarian carcinosarcoma (OCS), also known as a malignant mixed Müllerian tumour (MMMT), is a rare and aggressive form of cancer that accounts for less than 5% of ovarian cancers. It is characterized by high morbidity and mortality rates, with a median overall survival (OS) of less than 2years. Several factors, including advancing age, nulliparity, reduced lactation rates, decreased use of oral contraceptive pills, genetic mutations in BRCA (breast cancer) genes, and the use of assisted reproductive technology, may increase the risk of OCS. Poor prognostic factors include an advanced stage at diagnosis, older age, lymph node metastasis, suboptimal surgical cytoreduction, the presence of heterologous features on histopathology, and increased expression of vascular endothelial growth factor (VEGF), tumour protein p53, and p53 alongside Wilms tumour 1 (WT1). The main treatment approach for OCS is cytoreductive surgery followed by platinum-based chemotherapy, although immunotherapy is showing promise. Homologous recombination deficiency (HRD) testing may enhance outcomes by enabling personalized immunotherapy and targeted therapies for specific patient groups, thereby reducing unnecessary side effects and healthcare costs. However, there is currently a lack of standardised treatment regimens for OCS patients, with most studies consisting of case reports and a shortage of suitable comparator groups. This article aims to provide clinicians with information on the epidemiology, risk factors, prognostic factors, and latest therapeutic advancements in OCS.

Abstract 13876: Women Face Unique Obstacles During Pediatric Cardiology Fellowship Training

Background: There are persistent disparities in career advancement for women physicians in pediatric cardiology. We sought to explore differences by gender in fellowship experience, as these may set the foundation for long-term gender inequity. Aims: To describe and compare fellowship experiences, career aspirations and family obligations of men and women in pediatric cardiology training. Methods: We performed a national survey of pediatric cardiology fellows examining mentorship, scholarly and DEI work, clinical experiences, career intentions and family commitments. Descriptive analyses were performed. Results: A total of 176 responses were included in the analysis (men=74, women=102). Most fellows were white (69%) and aged 30-34 years old (68%). Men and women reported similar mentorship, scholarly and clinical experiences, and influential factors in their decision to pursue subspecialty training. More women plan to pursue advanced imaging training (42% vs. 24%, p=0.04), to have administrative responsibilities (27% vs. 14%, p=0.06), and to work part time during their career (28% vs. 5.6%, p=0.001). Men reported greater interest in teaching (93% vs. 83%, p=0.04). While similar proportions of men and women were married, the spouses of women were more likely to be employed (91% vs. 71%, p=0.002). Among fellows with children, more women than men planned for additional children (75% vs. 25%, p=0.0004). Among fellows without children, more men than women planned for additional children (93% vs. 74%, p=0.01). Women were more likely to report delay in childbearing due to training (71% vs. 40%, p=0.0002), that childbearing decisions were influenced by the risk of radiation exposure (22% vs. 0%, p<.0001), and the use of assistive reproductive technologies (11% vs. 1%, p=0.01). Conclusion(s): Women and men in pediatric cardiology fellowship have similar training experiences and career aspirations yet differ in their plans to raise families. Women face unique obstacles to childbearing and child raising during training. Motherhood in pediatric cardiology may be a vulnerable period during career development and advancement.

The influence of assistive technology and home modifications on falls in community-dwelling older adults: a systematic review protocol

BackgroundFall-related injuries can reduce older adults’ independence and result in economic burdens. The assistive technologies and home modifications explored in this review are suggested to reduce the risk of falls of community-dwelling older people. However, the location of the in-home assistive technology being used, and the in-home modification likely interact and influence fall reduction and injury prevention of community-dwelling older adults. This interactive effect is poorly understood. A better understanding of the impact of assistive technologies and modifications in the homes of older adults is needed to support the appropriate application of these devices.ObjectiveThe objective of this systematic review is to detail the contribution of assistive technology and home modification on falls, fall frequency, fall severity, and fall location within the homes of community-dwelling older adults.MethodsWe will source articles from 3 databases (MEDLINE, CINAHL, Web of Science Core Collection) and will assess them using a set of pre-defined inclusion and exclusion criteria. Reporting will be in accordance with PRISMA 2020. Two independent reviewers will screen each study at the title and abstract and full-text level. We are managing citations within the Covidence software. Data extraction and analysis will be reported in a systematic review.DiscussionThe outcome variables of interest are fall frequency, fall location, injury, mortality, and hospitalization. These variables of interest all relate to falls, their severity, and their locations in the home. We are seeking a better understanding of how these outcomes vary with the use of different assistive technologies and home modifications as reported in the literature. This will help us understand where falls occur which may inform how different assistive technologies can be used by community-dwelling older adults to prevent falls and adverse outcomes in different areas of their homes. Our review will provide a basis for more intentional prescription of ambulatory assistive technologies and evidence-based recommendations of home modifications. It may also inform adaptations to existing technologies to foster safer mobility in the homes of community-dwelling older adults.Systematic review registrationThis protocol has been submitted for registration in PROSPERO CRD42022370172 on October 24, 2022.

Investigation of the opinions of pre-service special education teachers on the use of assistive technologies in special education

Investigation of the opinions of pre-service special education teachers on the use of assistive technologies in special education

Language Learning Difficulties of Students With Dyslexia: A Case Study at a Primary School

Dyslexic learners have trouble learning English as a foreign language because of their difficulties in reading, focus, and sensory motor skills. Dyslexia is a specific learning disability derived from neurological deficits. This research aims at investigating the Language Learning Difficulties of learners with Dyslexia: A Case Study at a Primary School, Chennai District. This study is a descriptive research design. The subjects of the research are 19 teachers of dyslexic students at primary school, Chennai, District. The data were collected using a questionnaire and it was analyzed through the descriptive statistics technique. The result of the data analysis shows that students with dyslexia have challenges with reading, spelling, identifying sounds and letters, and decoding and recognizing words (vocabularies). In addition, the finding explored that teachers implement learners-center teaching methods and collaboratively work to enhance their students’ reading skills. Furthermore, the result showed that the use of assistive technology, multi-sensory instruction, and individualized support are effective interventions for enhancing the reading ability of dyslexic students. This study helps future researchers as a benchmark for further exploration.

Quality of Academic Environment in Relation to Availability and Usage of Technology, Teachers’ Awareness and Leadership of Principals in Schools for Hearing Impaired

The study looked at the use of assistive technology in special schools for children with hearing impairments, as well as its usefulness, teachers' attitudes toward technology, and the differences between public and private schools. A poll of instructors was undertaken, with an overall response rate of 88%. The study included tools with clear instructions and explanations, such as the Assistive Technology Availability Checklist and the Assistive Technology Use Scale for Teachers in Deaf Schools. The findings advocated for the use of assistive technology in deaf education, highlighting the necessity of specific talents such as core pedagogy, topic comprehension, expanded curriculum, and communication. Teachers must also be knowledgeable about Deaf culture, assistive technology, and inclusive education. Technology can transform society by increasing differentiation, diminishing isolation, and providing new opportunities. Finally, the research confirms the rising usage of assistive technology in deaf education and shows differences in technology utilization by instructors in various roles. Training and professional development are required for targeted assistance.