Use Of Assistive Technology Research Articles

EFFECTS OF USING TTSREADER IN IMPROVING ENGLISH READING SKILLS OF STUDENTS WITH LEARNING DIFFICULTIES

According to the report on the Education Dropout Documents of Malaysia 2023, a total of 175,304 school-aged children at primary schools in Malaysia are still not proficient in reading, while 1.01 million Malaysians still lack literacy skills. Some children in the statistics are students with learning difficulties who have readiness and learning abilities that do not align with typical children, requiring more time to understand a particular subject. This study aims to identify whether the use of assistive technology, specifically TTSReader, can enhance reading skills of students with learning difficulties in English language. The study takes an experimental form, and a mixed-method approach has been used to gather data. Quantitative data were collected through pre and post-tests, while qualitative data were collected through structured interviews and observations: running records to further validate the findings. The study was conducted at primary school in Tatau, Sebauh. Eight special needs students will be randomly selected as study samples, with each group of four special needs students classified separately into treatment and control groups. The study findings indicate a significant difference in the improvement of reading skills between the two groups (t=-3.421, P(0.011 < 0.05) in the post-test. Interview data also show that 75%, or 3 out of 4 respondents in the treatment group, fully embraced the use of assistive technology: TTSReader.

TO STUDY THE PERCEPTION OF TEACHERS ON USAGE OF ASSISTIVE TECHNOLOGY TO ENHANCE THE INDEPENDENT LIVING SKILLS AMONG CHILDREN WITH MULTIPLE DISABILITIES

This study explores the perceptions of teachers regarding on usage of assistive technology to enhance the independent living skills among children with multiple disabilities. Assistive technology plays an essential role in supporting the educational and developmental needs of children with multiple disabilities, offering various tools and devices to promote independence and functional capabilities. Although, understanding teachers’ perspectives on the effectiveness, challenges, and opportunities associated with the integration of assistive technology for encouragement independent living skills in children with multiple disabilities is essential for enhancing its implementation in educational settings. Through qualitative interviews and surveys conducted with a diverse sample of teachers working in special education and inclusive classrooms, this research seeks to explicate teacher’s viewpoints, experiences, and attitudes towards the use of assistive technology. The data collected will be analysed thematically to identify common themes, barriers, and facilitators influencing teachers' perceptions of assistive technology usage. The findings of this study will contribute to a deeper understanding of the role of assistive technology in promoting independent living skills among children with multiple disabilities and inform the development of interventions and support strategies to enhance their educational outcomes and overall quality of life among children with multiple disabilities.

Assistive Technology for Communication: ESP32 Microcontroller Based 12-Button Board for Disability Students in SMP Kristen Permata Hati Manado

Education is the right of every citizen, including students with special needs, such as physical, emotional, mental, intellectual, and social disabilities. To facilitate proper education for students with special needs, a team consisting of permanent lecturers from the Electrical Engineering Study Program at Unika De La Salle Manado cared for and committed to supporting students with special needs at SMP Kristen Permata Hati Manado. The team tried to apply a 12-button board based on an ESP32 microcontroller for students with special needs or students with disabilities at SMP Kristen Permata Hati Manado to make it easier for them to communicate and interact with teachers while in class, especially when examinations are in progress or learning activities is in progress. The input on the 12-button board was processed into sound (speech) which was then sent to the receiver wirelessly so that what was conveyed by students with disabilities in the classroom could be understood by the teacher through the speakers. The results of implementation in school received a good response from the teachers and the students. Teachers were also very helpful in providing students with an understanding of the use of assistive technology.

The Impact of Disability and Assistive Technology Use on Well-Being in Later Life: Findings From the National Health and Aging Trends Study.

Although assistive technologies have the potential to bridge the gap between personal capabilities and environmental demands, they may not always fully accommodate disability. This study examined the implications of change in the extent of accommodation provided by assistive technology for well-being in older adulthood. Data from 5 waves (2015-2019) of the National Health and Aging Trends Study provided information on disability and assistive technology use among older adults aged 65 and older in the United States (n = 7,057). An eight-level index that jointly characterized the spectrum of disability and assistive technology use was applied to 7 activities of daily living (ADLs). Fixed-effects panel model assessed within-person associations between well-being and the extent of assistive technology accommodation along different levels of the disability spectrum. At baseline, bathing (28.7%; 95% confidence interval [CI]: 27.6, 29.8) and toileting (37.9%; 95% CI: 36.2, 39.6) were the 2 activities in which most older adults successfully accommodated their limitations with assistive technologies. Longitudinally, the level of support provided by assistive technology changed widely across activities and over time. Within-person analyses showed that for all ADLs except for eating, there was a significant decline in well-being when the adopted assistive technology no longer supported users' needs and successfully resolved their disabilities. Our findings highlight the utility of technology-based interventions and underscore the imperative that assistive technologies attend to the specific needs of older adults and support independence in everyday activities.

Predicting Special Educators’ Use of Assistive Technology in Virtual & Hybrid Learning Environments

Predicting Special Educators’ Use of Assistive Technology in Virtual & Hybrid Learning Environments

The experiences of the elderly regarding the use of rehabilitation assistive technologies: a directed qualitative content analysis

Purpose The elderly population faces reduced levels of health and performance, which necessitates the use of rehabilitation assistive technologies to maximize functional independence in daily activities. This study aimed to explain the experiences of the elderly regarding the use of rehabilitation assistive technologies based on the Unified Theory of Acceptance and Use of Technology. Methods The present study was a qualitative study of the type of content analysis that was conducted in the city of Hamadan in 2022. Participants included 20 elderly aged 60 years or above who were selected as a purposive sample and subjected to individual semi-structured in-depth interviews. Data were analyzed using directed qualitative content analysis based on Hsieh and Shannon’s approach. Data were coded using MAXQDA software (MAXQDA Analytics Pro 2020, VERBI GmbH Berlin). Results According to the results, 260 primary codes were extracted, and they were classified into five predetermined categories of the Unified Theory of Acceptance and Use of Technology, including performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention, as well as two new categories of technology anxiety and perceived need for technology. After extracting 260 primary codes based on the Unified Theory of Acceptance and Use of Technology, 75 sub-categories were identified in 14 main categories. Conclusion The themes obtained from the study indicate the necessity of providing the required conditions to maintain the complete independence and health of the elderly and strengthen their morale. The results can be helpful in the development of support strategies for family members, healthcare providers, and policymakers.

Spontaneously Conceived Ruptured Heterotopic Pregnancy Presenting with Chest Pain and Dyspnea: A Case Report.

Heterotopic pregnancy, defined as simultaneous intrauterine and ectopic pregnancy, is a rare and potentially life-threatening condition. The incidence of heterotopic pregnancy has significantly increased in the modern era, primarily due to use of assisted reproductive technology. Heterotopic pregnancy in the absence of risk factors is uncommon. The symptoms of heterotopic pregnancy are similar to those of ectopic pregnancy, primarily abdominal pain and vaginal bleeding. We report a case of heterotopic pregnancy occurring in the absence of risk factors and presenting with primary symptoms of chest pain and shortness of breath. While uncommon, heterotopic pregnancy may occur in patients without risk factors and may present with atypical symptoms such as chest pain and shortness of breath.

The use of assistive technology to minimise educational learning barriers for learners with cerebral palsy

Cerebral palsy (CP) poses unique challenges in education because of motor impairments and communication difficulties. Assistive technology (AT) offers innovative solutions to address these barriers and create inclusive learning environments. In this article, we examine the use of assistive technology in minimising learning barriers for learners with cerebral palsy. We conducted semi-structured interviews with educators teaching at a CP school and learners who have been diagnosed with CP and observed lessons. The findings illustrated that learners with CP experience many barriers to learning, but with the use of AT by learners and educators, these barriers can be minimised. Recommendations include more training for learners and educators in the use of AT and a more supportive environment. More research is needed on the training programs needed to educate learners and educators on AT and how educators can use AT to bring about transformation in their lessons.

Tecnologia Assistiva na Educação

This article proposes a contemporary analysis of Assistive Technology in Education and its direct relationship with the promotion of a culture of inclusion in schools. The methodological paths followed were those of the bibliographic review analysis; analysis of the contemporary social fact and also, with interviews with experts who work in innovation projects and assistive technology. We sought to bring up a contextualization of the social fact related to the Brazilian school context about the use and application of Assistive Technology in Specialized Educational Assistance (AEE) in Brazilian public schools, as well as to analyze data and information from the Brazilian Institute of Geography and Statistics (IBGE) which, through the census, analyzes the social context of people with disabilities, high abilities/giftedness and singularities. In this eagerness, the article discusses through academic analyzes in order to try to understand some paradoxes that are installed in the convergence of information. Through an academic perspective, the investigations were of the most elementary concepts about Assistive Technology, as well as brought up social and pedagogical issues and also presents the technology called Colibri, which presents itself as an alternative to break with existing obstacles to a digital and social inclusion of people with disabilities in Brazil.

TECNOLOGIA ASSISTIVA NA EDUCAÇÃO

This article proposes a contemporary analysis of Assistive Technology in Education and its direct relationship with the promotion of a culture of inclusion in schools. The methodological paths followed were those of the bibliographic review analysis; analysis of the contemporary social fact and also, with interviews with experts who work in innovation projects and assistive technology. We sought to bring up a contextualization of the social fact related to the Brazilian school context about the use and application of Assistive Technology in Specialized Educational Assistance (AEE) in Brazilian public schools, as well as to analyze data and information from the Brazilian Institute of Geography and Statistics (IBGE) which, through the census, analyzes the social context of people with disabilities, high abilities/giftedness and singularities. In this eagerness, the article discusses through academic analyzes in order to try to understand some paradoxes that are installed in the convergence of information. Through an academic perspective, the investigations were of the most elementary concepts about Assistive Technology, as well as brought up social and pedagogical issues and also presents the technology called Colibri, which presents itself as an alternative to break with existing obstacles to a digital and social inclusion of people with disabilities in Brazil.

The Use of Assistive Technology for Students With Disabilities in Technical Colleges in Ondo State

The goal of this study was to explore the use of assistive technology (AT) for students with disabilities in technical colleges in Ondo State. Three research questions guided the study. A cross-sectional survey design was adopted and the survey included 104 participants (38 university lecturers and 66 students with disabilities) drawn from the three technical colleges in Ondo State. A structured questionnaire consisting of 54 items was also adapted and used in data collection. The reliability coefficient of the instrument was 0.86. The data collected were analyzed using SPSS Version 26. The findings of the study revealed that while there are ATs available for students with disabilities in technical colleges in Ondo State, their utilization is limited. The study recommends that technical colleges in Ondo State increase access to ATs in classrooms and laboratories for students with disabilities. The government and school management should also provide adequate, modern instructional facilities and human resources to enable the implementation of ATs and make them accessible and available to all.

Cardiovascular health of offspring conceived by assisted reproduction technology: a comprehensive review.

Recently, the use of assisted reproductive technology (ART) has rapidly increased. As a result, an increasing number of people are concerned about the safety of offspring produced through ART. Moreover, emerging evidence suggests an increased risk of cardiovascular disease (CVD) in offspring conceived using ART. In this review, we discuss the epigenetic mechanisms involved in altered DNA methylation, histone modification, and microRNA expression, as well as imprinting disorders. We also summarize studies on cardiovascular changes and other risk factors for cardiovascular disease, such as adverse intrauterine environments, perinatal complications, and altered metabolism following assisted reproductive technology (ART). Finally, we emphasize the epigenetic mechanisms underlying the increased risk of CVD in offspring conceived through ART, which could contribute to the early diagnosis and prevention of CVD in the ART population.

Extensive Expertise in Endocrinology: Adrenal crisis in assisted reproduction and pregnancy.

Appropriate management of adrenal insufficiency in pregnancy is challenging due to the rarity of both primary, secondary and tertiary forms of the disease as well as the lack of evidence-based recommendations to guide clinicians to glucocorticoid and sometimes also mineralocorticoid dosage adjustments. Debut of adrenal insufficiency during pregnancy requires immediate diagnosis as it can lead to adrenal crisis, intrauterine growth restriction and foetal demise. Diagnosis is difficult due to overlap of symptoms of adrenal insufficiency and its crisis with those of pregnancy. Adrenal insufficiency in stable replacement treatment needs careful monitoring during pregnancy to adapt to the physiological changes in the requirement of the adrenal hormones. This is hampered because the diagnostic threshold of most adrenocortical hormones is not applicable during pregnancy. The frequent use of assisted reproduction technology with controlled ovarian hyperstimulation in these patient groups with disease induced low fertility has created an unrecognised risk of adrenal crises due to accelerated oestrogen stimulation with increased risk of even be life-threatening complications for both the woman and foetus. The area needs consensus recommendations between gynaecologists and endocrinologists in tertiary referral centres to alleviate such increased gestational risk. Patient and partner education, use of the EU emergency card for management of adrenal crises can also contribute to better pregnancy outcomes. There is a strong need of more research on e.g. improvement of glucocorticoid replacement as well as crisis management treatment, and biomarkers for treatment optimisation in this field, which suffers from the rare nature of the diseases and poor funding.

INVESTIGATING THE BARRIERS TO USING ASSISTIVE TECHNOLOGIES IN GREEK SPECIAL EDUCATION CLASSROOMS: EFL TEACHERS’ PERSPECTIVES

Empirical findings from different special education contexts worldwide suggest that special education teachers use technologies less than their general education counterparts. The reasons however special educators utilize technology less, remain blurred. This qualitative interview-based study aims to fill this gap and investigate why EFL teachers tend to avoid or neglect assistive technologies in state special education schools in Greece. Thematic analysis was employed to explore the teacher, school, and student-related barriers based on the perceptions of six EFL teachers in special education settings. Findings indicate that the lack of resources, training, technology leadership, time, EFL teachers’ emotional struggles and marginalization as well as students’ poor digital skills and disadvantaged backgrounds constitute the main barriers to using technology in special education classrooms. Additionally, data analysis revealed that EFL teachers are fully aware of the value of using assistive technologies for learning and teaching. The article concludes by putting forward several macro and micro-level recommendations for facilitating assistive technology use in special education schools in Greece.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0011/a.php" alt="Hit counter" /></p>

The use of assistive technology to promote practical skills in persons with autism spectrum disorder and intellectual disabilities: A systematic review.

Persons with autism spectrum disorder (ASD) and/or intellectual disability (ID) have difficulties in planning, organising and coping with change, which impedes the learning of daily living skills (DLSs), social participation and self-management across different environmental settings. Assistive technologies (ATs) is a broad term encompassing devices and services designed to support individuals with disabilities, and if used in a self-controlled manner, they may contribute inclusion in all domains of participation. This comprehensive literature review aims to critically assess and unify existing research that investigates the use of assistive technology within the practical domain for individuals with ASD and/or ID. The 18 relevant studies included in this review highlighted the benefits of AT for social participation and independence in daily activities of individuals with ASD and/or ID. Professionals working with this target group should be knowledgeable of the speedy progress of AT products and the potential of persons with ASD and/or ID to use mainstream devices to meet their individual needs. This awareness provides an opportunity to advocate for the universal benefits of AT for everyone. Technologies such as virtual reality, mobile applications and interactive software have been shown to improve DLSs, communication and social interaction. These tools offer engaging, user-friendly platforms that address the specific needs of these individuals, enhancing their learning and independence.

Enhancing reading and writing skills of students with learning disabilities through assistive technology: A literature review (2013-2023)

This study explores how assistive technology can help students with learning difficulties improve their reading and writing. It reviews research on the use of assistive technology in primary schools, focusing on reading and writing achievements. We searched six databases with specific criteria and chose studies that matched for further examination. Our findings indicate that students using assistive technology showed notable improvements in reading and writing. Nonetheless, the extent of these improvements varied greatly among the studies. This variation indicates that multiple factors, like the kind of technology used, the amount of support given, and how long the technology is used, can affect how helpful assistive technology is. More research is needed to understand these factors fully and to create and test technologies that are suited to various environments. Despite these variations, the results of our review point towards assistive technology being a beneficial tool for enhancing the reading and writing abilities of students with learning disabilities.

Factors that influence educators attitudes towards the use of assistive technology in working with students with mild intellectual disabilities

Factors that influence educators attitudes towards the use of assistive technology in working with students with mild intellectual disabilities

The use of assistive technologies in teaching technical and vocational education for students with hearing impairments in government technical colleges in Southwestern Nigeria

A potent way out of poverty is empowering the youths and creating individuals who can in turn be employers of labour through technical and vocational education. One of the major problems confronting Africa, especially Nigeria, is poverty. The publication of Sahara reporter dated November 6, 2020 with the heading “Nigerians living in extreme poverty now 105 million”, revealed that more Nigerians have been plunged into extreme poverty and a greater proportion of the population category plunged in poverty is the youths. One can then imagine the lot of students with hearing impairment who are limited because of their disabilities. The teaching of technical and vocational education in government technical colleges in Southwestern Nigeria therefore must include these students who could have been excluded because of their hearing impairments and the additional teaching aids required for teaching them technical and vocational education. The study investigated the use of assistive technology devices and efforts of government in integrating students with hearing impairment in vocational and technical education and training in government technical colleges in Southwestern Nigeria. The study adopted the descriptive research design and collected quantitative data from all technical teaching staff in six (one from each state) government technical colleges from six states in Southwestern Nigeria. The states are Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Quantitative data were analysed using simple percentages, and presented in pie charts. The study revealed that augmentative and alternative communication devices and FM system were the most used teaching aids, and behind-the-ear hearing aids and in- the-ear hearing aids were the most common assistive device for hearing, though, head-band oscillator and vibrotactile were also common. The alerting device mostly used for the students were alarm clock and flashing light. In this regard, the use of doorbell and screen display was competitive. The study concludes that the use of assistive devices by lecturers in government technical colleges is imperative to teach technical and vocational education to students with hearing impairment. The study recommended that teachers should be involved in the decision on the criteria for choosing assistive devices to be used in teaching technical and vocational education to students.

Use of Assistive Technology in Special Education

Use of Assistive Technology in Special Education

The Inclusion of Students with Disabilities in Tertiary Institution: A Review of Related Literature on Strategies of Making Curriculum Accessible to Students Visual Impairments

The inclusion of students with disabilities including those with visual impairment (VI) has become a popular trend in most countries of the world. However, students with VI still face challenges in accessing curriculum materials for the course they pursue at tertiary institutions. This paper provides strategies lecturers can use to enable students with VI to access curriculum materials based on literature review of varied academic research and journal articles. The paper highlights teaching methods which lecturers can use to effectively teach students with VI. Other strategies discussed in the paper include: one on one instruction, use of peers to support students with VI, use of auditory resources by students with VI and providing students with VI with handouts in Braille. Also, the paper discusses adapting methods of assessment to accommodate students with VI as well as the use of assistive technology by visually impaired students.