Assistive Technology in Education Research Paper Sample

Paper Instructions

Academic level – Graduate
Type of paper – Research paper
Topic Title – Assistive technology in education
Instructions:

Research two low-tech, two high-tech, two augmentative, and two alternative assistive technology devices appropriate for students with previously identified mild to moderate language disabilities.

Research Paper Sample

Low Tech Assistive Technology

1. Communication Boards

Potential Uses – Communication boards enable limited language individuals to convey needs, preferences, and choices via visual symbols (Stanborough, 2020).

Advantages – It is simple and intuitive, fosters basic communication skills, and is adaptable to individual preferences.

Disadvantages – Limited vocabulary and expression may not suit complex communication needs.

Application for Which Disorder(s) – Mild to moderate language disabilities.

Application in the Classroom (Inclusion, Resource, Self-Contained, or mix?) – Inclusion, resource, self-contained.

2. Picture Exchange Communication System (PECS)

Potential Uses –

Advantages –

Disadvantages –

Application for Which Disorder(s) –

Application in the Classroom (Inclusion, Resource, Self-Contained, or mix?) –

• High Tech Assistive Technology

3. Speech-Generating Devices (SGDs)

Potential Uses – Speech-generating devices aid students with communication challenges (Editorial Team, 2021).

Advantages – The rich vocabulary and expressive communication support individuals with limited verbal abilities.

Disadvantages – Costly, technical upkeep, learning curve.

Application for Which Disorder(s) – Mild to moderate language disabilities.

Application in the Classroom (Inclusion, Resource, Self-Contained, or mix?) – Inclusion, resource, self-contained.

4. Tablet Apps for Communication

Potential Uses – Customizable boards, text-to-speech, interactive.

Advantages – Portable, interactive, adaptable to user preferences, and integrates multiple modalities.

Disadvantages – Limited screen, tech reliance.

Application for Which Disorder(s) – Mild to moderate language disabilities.

Application in the Classroom (Inclusion, Resource, Self-Contained, or mix?) – Inclusion, resource, self-contained.

• Augmentative Assistive Technology

5. Eye-Tracking Communication Systems

Potential Uses – Enable communication via eye movements for students with mild to moderate language disabilities and motor limitations.

Advantages – It offers communication for individuals with severe motor impairments, can be used to control devices, and provides an alternative channel for expression.

Disadvantages – Facilitates communication for severe motor impairments, usable for device control.

Application for Which Disorder(s) – Mild to moderate language disabilities and motor control issues.

Application in the Classroom (Inclusion, Resource, Self-Contained, or mix?) – Effective for inclusion and resource settings.

6. Gesture-Based Communication Apps

Potential Uses – Allows communication via gestures for students with mild to moderate language disabilities and motor difficulties.

Advantages – Appealing and interactive, it suits students with motor difficulties and promotes physical engagement.

Disadvantages – Limited gestures, potential misinterpretation.

Application for Which Disorder(s) – Mild to moderate language disabilities and motor difficulties.

Application in the Classroom (Inclusion, Resource, Self-Contained, or mix?) – Enhances inclusion and resource settings.

• Alternative Assistive Technology

7. Brain-Computer Interface (BCI)

Potential Uses – Enhances inclusion and resource settings.

Advantages – Provides communication for those with limited motor control and potential for advanced control beyond communication.

Disadvantages – Complex, costly, technical obstacles.

Application for Which Disorder(s) – Severe language disabilities and motor impairments.

Application in the Classroom (Inclusion, Resource, Self-Contained, or mix?) – Specialized usage due to complexity.

8. Text-to-Speech Software with Gaze Control

Potential Uses – Allows eye movement and text-to-speech communication for severe language disabilities and motor impairments.

Advantages – It enables effective communication and information access and suits students with limited motor control.

Disadvantages – Requires training, calibration, and tech dependency.

Application for Which Disorder(s) – Severe language disabilities and motor impairments.

Application in the Classroom (Inclusion, Resource, Self-Contained, or mix?) – Enhances specialized settings with support.

References

Editorial Team. (2021, June 28). Top speech generating devices (sgds) parents must know about. EdTechReview. https://www.edtechreview.in/trends-insights/trends/top-speech-generating-devices-sgds-parents-must-know-about/

Kruger, J. (2022, June). The effectiveness of the picture exchange communication system (PECS) on reducing problem behaviors in students with autism spectrum disorder. The Repository at St. Cloud State. https://repository.stcloudstate.edu/sped_etds/131

Stanborough, R. J. (2020, July 20). What is a communication board and how does it help?. Healthline. https://www.healthline.com/health/communication-board#bottom-line