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The Impact of Assistive (Adaptive) Learning Technologies on Education
Tamela Garlock
Radford University
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The Impact of Assistive (Adaptive) Learning Technologies on Education
Introduction:
Assistive technologies, also known as adaptive technologies, open doors for many
capable learners and have a direct impact on their quality of life. These technologies give a voice
to those who have none; give mobility and access to facilities to those who can’t move
independently. Without assistive technologies, many students would not be able to achieve their
full potential.
Take a moment to imagine yourself with an intellectual disability that makes it difficult if
not impossible for you to express your needs or demonstrate understanding. Imagine how
frustrated you would be without the ability to communicate. Over time, this frustration may
grow into feelings of anger, alienation and sadness. Imagine yourself unable to move about
independently. You would not be able to participate in everyday activities. Over time, this lack
of mobility would also lead to frustration and negative feelings. You would feel like an outsider
looking in, watching others participate in a life you are denied. Students who endure daily the
experiences you just imagined also struggle in the school environment. Assistive technologies
can help students acclimate in a classroom without feeling like an outsider and overcome
obstacles that affect their learning. Yet the greatest benefit is to the student’s confidence and
self-worth. When students are successful in an educational environment they may become
successful in everyday life. Assistive Technologies make it possible for students to enjoy life by
providing ways for them to participate in it.
Different types of Assistive Technologies help with mobility, communication, and help
students who are visually and/or hearing impaired. As a result of assistive technologies students
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with disabilities are finding ways to actively participate in physical activities at school and in
classroom instruction. My students will benefit greatly from assistive technologies that help
narrow the achievement gap and allow them to effectively participate in classroom instruction,
lectures, and discussions.
As a teacher of students with special needs, I am honored to be part of a team that helps
students meet and overcome different challenges every day. My current students benefit greatly
from assistive technology devices. Therefore, choosing assistive technologies as a research topic
was an obvious decision. The students I teach face a variety of challenges. Some of my students
have physical disabilities, some have intellectual disabilities or delays, and some have both
physical and intellectual delays. The assistive technologies used by my students have a great
impact on the way they access, learn and share information in the classroom setting.
In this literature review you will find examples of assistive technologies, different
devices and their usage. You will discover how the different devices impact the student’s
everyday quality of life and their learning.
Learning how the assistive technologies have become more effective for student learning
will also help one understand that as more and more technological advances are made, more
modifications and adaptations of the devices are also created to make these devices more
efficient. Information regarding how the devices are used and who will teach the students how
to use the devices will be provided. Information regarding teacher roles, methods to deliver
instructional information and teacher expectations for student use of the different assistive
technologies will also be provided. Results from case studies, and student successes will be
discussed throughout this paper.
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The people who benefit most from these devices will be obvious. Assistive technologies
provide more opportunities for students with special needs to be part of community learning by
giving them the ability to access the information and participate in a meaningful way with all
students in the learning environment. Assistive technologies help create learning environments
where special needs students and other students learn together and this benefits all students.
What is Assistive Technology?
Wikipedia defines assistive technology as any device made commercially or custom
modified that is designed to enhance, increase, maintain or improve functionality of a person
with a disability. Medical devices are not considered part of assistive technology. Assistive
technology services are any services that are given to aid the individual with a disability directly.
This could include someone who helps with the assistive technology such as a person that would
take notes for a student, or someone who helps a student use their wheelchair, communication
device and such.
Research Supporting Assistive Technology
Research from The Department of Veteran’s Affairs provided information about how
assistive technologies help everyday activities and give individualized value to each person’s
ability to maintain lifestyles, and gain more independence. The purpose of the research study was
to examine how the technology influences one’s quality of life. The study focused on how
veterans would cope without their assistive technology, and whether their quality of life is
affected. The studies concluded that in order to integrate the technology successfully in everyday
life situations, the individual using the technology must buy into the usefulness and purpose of
the devices. The assistive technology influenced the social interactions by eliminating the
barriers that kept them from participating, an example would be the orthopedic device that would
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help mobility and let them participate in a game of ball with his or her friends. Another benefit
of the technology is that it helps the individual and others understand a person is more than just
the sum of their disabilities. The disability is only one part of the person (Louise-Bender P.,
Kim,J., Weiner, B. 2002).
The next article reviewed discussed the “culture” of the disability and the assistive
technologies, how they are inner twined (Ripat, J. Woodgate, R. 2010). The article suggests that
the disability and the use of the technology become part of the individual’s identity. As an
example, this study provides insight to how the deaf view assistive technology. Those who are
born deaf or become deaf at an early age often view their deafness as a part of their culture and
do not embrace the use of assistive technologies. Their deafness is a part of their individuality
and they adhere to deaf cultural expectations. However, those who lose their hearing after being
exposed to the hearing world view their deafness as a disability and not a part of their culture.
This latter group embraces the use of assistive technologies to aid their hearing. Technologies
and instruction should always respect the diverse needs of the individual while keeping their
beliefs and individuality in mind.
Another interesting assistive technology, assistive robotics, will influence the lives of
individuals with disabilities. (Brose, S., Weber, D., Sallitan, B., Grindle, G. Wang, H., Vazquez,
J, and Cooper, R., 2010). This study focused on improving quality of life and fostering
independence through the use of robotics. The objective of this research was to establish baseline
data to determine validity of the assistive technology and how the best match for each individual
is determined. After the six steps of the study are completed, benefits to using robotics were
found. As technology evolves more data can support how best to use this technology
appropriately. These could indeed be robotic arms, or legs.
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Research will need to be developed in order to keep up with the vastly growing
technological advances. The flaw in research may be implementing the use of newer devices
without revisiting old school assistive devices that we already know work.
An example of this would be to evaluate the efficacy of a communication board where
the student will use pictures to communicate in comparison to an application on an IPad that will
speak for the student. Having a student make utterances and pointing to wants and needs using
the communication board compared to just swiping a picture that will say the word for the
student may make the communication faster but limit the student’s verbal interaction with other
people and may hinder growth.
Another problem that may occur is a student’s total dependence on the assistive
technology. As long as the technology is available the student is able to communicate their
wants and needs or move about freely. However, should the device fail the student’s ability to
adjust without it and still have their needs met may not be possible. An example would be a
battery malfunction on a student’s electric scooter. If the scooter is the student’s only means of
mobility and a malfunction occurs, the student’s access to the classroom, hallways, restroom,
lunchroom and home would be in jeopardy.
Types of Assistive Technologies Used in Education
When you consider using technologies in education, two aspects, quality and quantity,
need to be examined. The first question one must answer is, will the technology improve the
students’ life and educational outcome (Quality)? Second, how much assistive technology may
be too much or is it, the more the merrier? (Quantitative). An example of quality technology is a
wheelchair to help in mobility. An example of quantitative technology would be a student who
receives an augmented communication device and also uses a hearing device in order to hear
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instruction. Both of these examples would benefit the student and would not be considered too
much.
Students with physical disabilities affecting their mobility may use aids. Depending on
the severity of their lack of mobility the students could use a number of technologies that include
wheelchairs, scooters, walkers, canes, crutches, prosthetics, and orthotics. These technologies
can provide students a way to access areas in the classroom and other areas of the school and
allow them to participate and interact more with their peers (De Joode, E., van Heugten, C.,
Verhey, F., & van Boxtel, M. 2010).
Computers, IPad and tablets along with computer software and hardware also enhance
student learning and aid their mobility. These could include voice activated programs, and voice
recognition programs. The technology that students with mobility impairments could benefit
from is computer software and hardware that may help them communicate if they are unable to
type or speak.
For students that have a hearing impairment, hearing aids may be used to improve the
student’s ability to hear lectures, listen to announcements, hear bells for transitions, and aid them
in listening to peers. For students that need more cognitive assistive technologies they may
benefit from computer or electric devices that would help them function after a brain injury.
Assistive technologies can be as simple as an easel to elevate a book, voice recordings of
other students reading, a ball to sit on during class that will allow movement and help students
with attention deficits to focus. Book holders, automatic page turners, pencil grips, and colored
film overlays to help in reading, are more examples of assistive technology devices that help
students access information and demonstrate abilities, while actively participating in
instructional activities. Additional technologies designed to help mobility and allow individuals
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to participate in sporting activities are adaptive switches to help motor skills and aid in
completing educational games and other activities as well as lightweight wheelchairs.
Assistive Technologies Help Student Increase Student Learning
“Assistive Technology: Enhanced Learning for All,” discusses how assistive technologies
have provided more options for students that have a variety of learning deficits. (Wahl, L. 2010).
Assistive technologies allow individualized devices and services to be used to maximize the
student’s potential. If a student has limited speech they may benefit from a communication
device to help them express their ideas, wants and needs.
Another way assistive technology can benefit individual students is in modifying and
scaffolding instructions. An example of this would be to provide the student with an audio book
if the student cannot read on grade level. This will help them access the needed information,
learn the material, and understand the content and graphics meanings.
A great way to help a student with dyslexia is to offer them a word processor such as an
AlphaSmart word processor that allows notes to be edited at a later time. If a student does not
have the skills necessary to multi task, a peer could take notes and make a copy for the other
student so that he or she can listen to instruction without the distraction of note taking.
Assistive technology is designed to meet the individual needs of the students and will
improve their educational experiences. This can only be done effectively if educators have the
training and access to the appropriate individualized technology.
How Teachers Can Facilitate Uses of Assistive Technology
As with everything, education plays an important role. This is no different for teachers.
In order to provide individualized instruction and provide modifications and scaffolding for
students, teachers will need to be skilled and informed about the available technologies provided
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at their schools. Many teachers are overwhelmed with and focus on the rigorous mandated
testing, and do not see the value of individualized instruction. The teachers’ focus may need to
be changed. The only way to accomplish this would be to provide adequate training and support
on the use of assistive technologies. This will lessen the teachers’ anxiety and will provide
information about the value of the technology for the student (Cook, A., & Polgar, J. M. 2014). .
Computers are now including settings such as voice activation to help students’ access
information. Yet before teachers begin exploring the options available to provide students access
to technology they will need to understand the needs of their students. Then they will be able to
explore options that are appropriate for their students’ specific needs. Curriculum resources
provides specific examples and best practices that show how the computers and IPads can be
personalized for students with physical disabilities and or different learning requirements.
Instruction will need to be created to ensure that effective instruction is available to all
learners and is designed with the individual students’ needs in mind, Salcito suggests that this
will ensure personalized learning (Salcito, A., 2015).
A network of support will also help teachers find resources, share ideas and find available
training for their curriculum. This will also give them an opportunity to learn more about
different learning styles and different needs of students. Early intervention helps both the teacher
and the student. Supports need to be put into place early in the school year before a lot of the
curriculum is covered.
Personalizing the technologies available to the student helps them understand the benefit
of the assistive devices and provides them with skills that will serve them in academics, home
life, and later in the work force. When developing lesson plans, teachers should adjust the
curriculum to be the most beneficial to the student, covering content that will serve students
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throughout their education and entrance into the workforce. Setting the student up for success
will help not only academically, but will increase their chances to be a productive citizen.
Teachers also need to consider the accessibility and costs of the technologies as well as
the student’s skill level, learning styles and interest. As more and more classrooms are focusing
on inclusion, students and teachers will need to plan strategies, as well as educate themselves on
the available technology. The latest and greatest technology may not be available due to cost.
Teachers may reach out to companies for a grant to gain access to these devices. Teachers will
need to research available technology and whether or not their system supports the use of the
technology.
Providing technology that best meets individual needs will change how most teachers in
regular classrooms teach. Every student has strengths and needs, it is up to the teacher to find a
way to showcase the strength and then provide assistance for the area of need. An example of
this would be to showcase a child’s interest in history (strength) while providing an audio book
on the history subject to be discussed (reading processing problem) (Hutinger, P. 1996).
As teachers see positive results in their students’ lives and academic outcomes, the
teachers will likely continue to find assistive technologies for their students and may even add to
the technologies already created. Teachers who believe in and support the use of assistive
technologies foster a feeling of validation in their students and encourage them to be a bigger
part of the learning community.
Conclusion:
Assistive Technologies will be a crucial part of my students’ future. As stated above
technology has not only provided a catalyst for students to be able to narrow the achievement
gap it has increased their peer interactions. This interaction provides increased opportunities to
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gain acceptance from peers, provides more ways for students to gain independence and gain
confidence. Students must feel independent and confident if they are to successfully navigate
their changing environment in and out of the school setting.
As these literature reviews reveal, assistive technology has not only helped improve
student academics and mobility but has provided more inclusion and acceptance. These
technologies have provided individualized learning opportunities that value the child by focusing
on their abilities not their disabilities.
Assistive technologies will continue to evolve as more and more advances are made in
the technology field. In order to have conclusive research, researchers will be faced with the
huge task of keeping up with the latest trends and inventive devices as well as comparing the
effectiveness with the old and new assistive technologies.
These technologies provide each student with a disability a way to be known as a thinker,
an athlete, or a writer, not just a student in a wheelchair or a student with a visual or hearing
impairment. As more technology aids are introduced and used in inclusion settings, student selfworth will also increase. Allowing students with and without disabilities to access the assistive
technology will not only foster a sense of community, it will also lesson the stigma of assistive
devices and the stigma of having a disability.
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References:
Brose, S., Weber, D., Sallitan, B., Grindle, G. Wang, H., Vazquez, J, and Cooper, R. American
Journal of Physical Medicine Rehabilitation, The role of assistive robotics in the lives of
persons with disability, 2010. 89(6):509-21.
Cook, A. M., & Polgar, J. M. (2014). Assistive technologies: Principles and practice. Elsevier
Health Sciences.
De Joode, E., van Heugten, C., Verhey, F., & van Boxtel, M. (2010). Efficacy and usability of
assistive technology for patients with cognitive deficits: A systematic review. Clinical
Rehabilitation.
Grönlund, Å. Lim, N., & Larsson, H. (2010). Effective use of assistive technologies for inclusive
education in developing countries: Issues and challenges from two case studies.
International Journal of Education and Development using ICT, 6(4), 5-26.
Kukulska-Hulme, A. (2005). Mobile learning: A handbook for educators and trainers.
Psychology Press.
Hutinger, P. (1996). Assistive technology applications in educational programs of children with
multiple disabilities: A case study report on the state of the practice. Journal of Special
Education Technology, 13(1), 16-35.
Kirsch, N. L., Shenton, M., Spirl, E., Rowan, J., Simpson, R., Schreckenghost, D., & LoPresti, E.
F. (2004). Web-Based Assistive Technology Interventions for Cognitive Impairments
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after Traumatic Brain Injury: A Selective Review and Two Case Studies. Rehabilitation
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Kuipers, B. (2000). The spatial semantic hierarchy. Artificial intelligence, 119(1), 191-233.
Frank- Lopresti, E., Mihailidis, A., & Kirsch, N. (2004). Assistive technology for cognitive
rehabilitation: State of the art. Neuropsychological rehabilitation, 14(1-2), 5-39.
Okolo, C. M., & Bouck, E. C. (2007). Research about assistive technology: 2000-2006. What
have we learned? Journal of Special Education Technology, 22(3), 19.
Phillips, B., & Zhao, H. (1993). Predictors of assistive technology abandonment. Assistive
Technology, 5(1), 36-45.
Ripat, J. Woodgate, R, The intersection of culture, disability and assistive technology. Disability
Rehabilitation /Assistive Technology. 2011; 6(2), 87-96.
Salcito. A., retrieved December 05, 2015 http://blogs.msdn.com/338063/ProfileUrlRedirect.ashx
Wahl, L. Assistive technology: enhanced learning for all, American Journal of Physical
Medicine and Rehabilitation 2010 Jun; 89(6):509-21.