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Describe Assistive Technology

Student Full Name

Institution Affiliation

Course Full Name

Professor Full Name

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Describe Assistive Technology

Assistive technology is a vehicle used in the digital era to help people with disabilities do

their daily activities. One of the areas that it is used widely is in the education sector.

Additionally, despite their physical abilities, assistive technology has enabled everyone to access

technology (Edyburn, 2017).

Question 1: Current Trends and Benefits of Describe Assistive Technology

Typically, ACC (Augmentative and Alternative Communication) is applicable in all areas

of life (Edyburn, 2017). It has extensive benefits to people with literacy challenges and language

development. ACC is beneficial to learners with neurological problems, for instance, students

with communication problems. Additionally, to the students who cannot speak, assistive

technology will lend voices to them. In this scenario, they will have access to a channel to

express their feelings and needs. AT and ACC have proven to be instrumental to people with

disabilities. It has helped them embrace life in varied dimensions despite their disabilities

(Edyburn, 2017). Most AT and ACC technologies are customized, which helps in meeting the

needs of every disabled person. There is increased independence for the learners due to the

assistive technologies. Furthermore, the communication barrier is lifted, which enhances their

social life. Both ACC and AT can cater to people with autism, Apraxia, and traumatic injuries.

Some of the trends include voice assistants (Microsoft Cortana) and stuttering aids.

Question 2: Proficiency and Communication Skills

Proficiency can be described as a specific set of skills that a person can have in

communication (Chen, Miller, Jiang & Klein, 2005). Self-worth is the ability to be confident to
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self and increasing the levels of self-esteem. High proficiency skills increase confidence in

learners, and it can be achieved in several ways. For example, self-acceptance which revolves

around strength and weaknesses to a student. Continuous practice and self-acceptance will help

learners to have confidence which elevates their self-worth. As a tutor, a lack of proficiency and

communication skills can pose a negative relationship with learners. Therefore, it is critical to

understand the proficiency levels of every student. In this case, students might feel alienated and

uncatered, which destroys their emotions. Self-esteem is the pillar of communication skills

(Chen, Miller, Jiang & Klein, 2005). Tutors need to nurture and improve student's self-worth,

which will help in strengthening the learning process.

Question 3: The Importance of Planning Before instructing AT Students

Like students without disabilities, it is crucial to develop a plan that will help teach AT

students. Many variables take place in every class, and they apply even to the AT students.

Additionally, when an instructor is psychologically and tech-wise, it will be more accessible to

attend to students effectively. One of the challenges associated with AT classes is the lack of

sufficient internet and devices to serve all the students (Edyburn, 2017). Notably, additional

activities could be required in a particular lesson, which reflects the need for preparation. The

primary challenge in teaching AT students is the choice of vocabulary for every device. Some of

the ways include the word detective technique, which helps in increasing vocabulary to the

learners. Tutors use repetitive reading to choose keywords for the assistive devices,

strengthening engagement rates (Parris & Headley, 2015).

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Question 4: How Students Language Assessments Will Guide Planning Decisions

Text complexity is the most challenging entity in learning, and it can be explained by the

use of factors such as readability and sentence structure (Jones, 2010). Text complexity has

negative impacts on the students. For instance, it can lead to demotivation and low self-esteem.

Without self-esteem, most learners will lose their self-worth, pushing them to drop out of school.

Teachers and other stakeholders in school are supposed to assess student's reading skills which

are essential in instructional planning. One of the ways which educators can use to assess

language development in students is peer reading. Peer reading will help in determining

proficiency levels and communication skills. They can now categorize them out of the peer

reading according to their reading strengths (Jones, 2010).

Question 5: Reading Challenges to Adolescents

Reading comprehension is the process of interpreting and verifying a particular reading.

Students with low reading comprehension will always have a negative attitude towards the

lesson or tutor (Gajria, 2011). If a student cannot understand written materials, there are high

chances of losing their self-worth. It is critical to address these areas because they are helping in

building confidence among adolescents. Firstly, tutors should use prior texts to usher students to

new readings. Previous reviews will help learners to connect and improve their reading abilities.

Secondly, it is recommendable to summarize ideas before involving students in reading

comprehension. Through this process, they will get the main ideas in that particular context,

which is essential in improving reading skills (Gajria, 2011).

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Question 6: Pre-reading, Reading, and After-reading Activities

Before Reading

Some pre-reading activities that can promote reading comprehension include motivating

learners before they engage in reading. Give students a background reflection of the reading

(Parris & Headley, 2015).

During Reading

Involve students in direct reading and motivate them to use techniques on reading

comprehension. Secondly, have peer reading and ask students to identify keywords in every

chapter or paragraph. The objective is to help students visualize the main ideas in the reading

(Gajria, 2011).

After Reading

Take the students through a discussion on the main ideas learned from the topic and ask

students to recall some complex words in the reading (Parris & Headley, 2015).
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References

Chen, H. H., Miller, R., Jiang, J. J., & Klein, G. (2005). Communication skills importance and

proficiency: Perception differences between IS staff and IS users. International Journal of

Information Management, 25(3), 215-

227. https://doi.org/10.1016/j.ijinfomgt.2004.12.002

Edyburn, D. L. (2017). Assistive technology and students with mild disabilities. Focus on

Exceptional Children, 32(9). https://doi.org/10.17161/fec.v32i9.6776.

Gajria M. (2011). Reading comprehension instruction for students with learning disabilities.

https://core.ac.uk/download/pdf/235895767. https://core.ac.uk/download/pdf/235895767.

pdf

Jones, C. J. (2010). Curriculum development for students with mild disabilities: Academic and

social skills for RTI planning and inclusion IEPs. Charles C Thomas Publisher.

Parris, S. R., & Headley, K. (2015). Comprehension instruction: Research-based best

practices  (3rd ed.). Guilford Publications.