Marisha Olivacce-Carty

EDU 546

Educational Technology in the Learning Process

Assignment 6.1 Technology Assisted Learning for Special Needs Students

Assistive Learning Technologies

Assistive learning technologies are software or hardware devices that help children with
learning disabilities to enhance learning using technology. There are many types of
assistive learning technologies such as voice recognition programs, screen readers,
automatic page-turners, book holders, closed captioning, audio books, typing telephones,
etc.

Screen readers are a very simple but effective assistive learning device that enables the
blind to perform their daily tasks. As defined by Joey G., “A screen reader is a computer
program that enables a blind computer user to know what’s on the screen through speech.”
(G., 2012) It uses a text-to-speech engine to decipher the on-screen information into speech,
which can be heard through earphones or speakers. Some screen readers also provide a
Braille display through a hardware device that produces the Braille output.

Screen readers can be used for students that have a visual impairment. In the learning
environment, the student will have to listen to the teacher’s instructions before proceeding
to any assigned task. For example, the teacher may be teaching reading comprehension
through a scientific text. The student with the impairment can utilize a computer with
screen reader software to function independently in the classroom, using headphones so
that the rest of the class is not disturbed.

The benefits of this assistive learning device are the student is supported in an inclusive
environment. Students that need the assistance can work independently as the device also
supports screen navigation. Through the screen reader, students can use word processors
that enable them to formulate their answers. Software programs can generate audio files
that can be utilize later for homework.

Challenges related to the screen reader, headphones must always be readily available to
the student. Screen readers does not help students with spelling and are difficult to use
with subjects, such as math. Graphics and images are not picked up by the screen reader
unless the pictures are used frequently, an example of this is the Windows Home button on
the screen. If the text being read is not supported by the software, the teacher must have
Braille documents ready for the student.

Accessibility for Online Content

“Web accessibility means that people with disabilities can use the Web. More specifically,
Web accessibility means that people with disabilities can perceive, understand, navigate,
and interact with the Web, and that they can contribute to the Web.” (n.d., 2012) For this to
occur, one must follow specific guidelines to ensure that the content is accessible. The
following are five guidelines that should be followed.

1. Don’t use color alone to convey information

Color should not be the only means by which information is conveyed. For people,
that have a visual impairment such as color-blindness, color alone will make the
content inaccessible. To make the content, accessible to all use symbols and/or text
along with color.

2. Ensure that interactive elements are easy to identify

Elements that can navigate one to another page, such as links and buttons should
be easily identified and remain consistent throughout the website. Indications for
hover, keyboard focus and touch-screen and easily be differentiated in the design to
ensure that users are clear on what is being accessed.

3. Provide clear and consistent navigation options

When using navigation tools, ensure that they are consistently represented in the
website. Styling, naming and positioning are some features that can be focused on
in relation to navigation options.

4. Use headings and spacing to group related content

Content that is not adequately spaced in proximity to other content can make the
information difficult to understand. This occurs when persons depend on assistive
 learning technologies for comprehension. Content that is not properly grouped
makes it more difficult for the information to be scanned and understood.

5. Include image and media alternatives in your design

When using images or media, provide alternatives in the web design that is easily
recognized. For example, captions and or descriptions for tables or graphs.
Transcripts should be provided for audio. Closed caption should be provided for
video.

References
G., J. (2012, February 15). Advantages and Disadvantages of Using a Screen Reader Instead of Braille.
Retrieved from Blind: http://www.blindstreet.com/advantages-disadvantages-using-screen-
reader-instead-braille/

n.d. (2012). Introduction to Web Accessibility. Retrieved from Web Accessibility Initiative:
https://www.w3.org/WAI/intro/accessibility