208 UNIT 9 ICT FOR CHILDREN WITH SPECIAL NEEDS Structure 9.1 Introduction 9.2 Objectives 9.3 Assistive Technology 9.3.1 Meaning of Assistive Technology 9.3.2 Benefits of Assistive Technologies 9.3.3. Types of Assistive Technologies 9.4 Assistive Technologies for Children with Special Needs 9.4.1 Mobility and Visual Disabilities 9.4.2 Hearing Disabilities 9.4.3 Reading Difficulties 9.44 Writing Disabilities 9.4.5. Difficulties in Learning Mathematics 9.4.6 Cognitive Disabilities 9.5 Software and Innovative Assistive Technologies for Children with Special Needs 9.6 Adaptation of Technologies for Specific Disabilities 9.7. Use of Assistive Technology in Teaching-Learning 9.1.1 Factors Guiding Selection of Assistive Technologies 9.1.2. Challenges in the Use of Assistive Technologies 9.8 Assistive Devices for Children with Special Needs 99 Let Us Sum Up 9.10 Unit End Activities 9.11 References and Suggested Readings 9.12 Answers to Check Your Progress 91 INTRODUCTION Children with special needs ( CwSNs) or children with disabilities have some type of disability and require additional care and extra help that enables them to improve their functional capabilities and perform like the non-disabled. There are various types of disabilities like physical, sensory organ related, developmental, behavioural and emotional disabilities, ete, Because of the disabilities, CwSNs face many issues like performing their day-to-day activities, social problems, difficulties in learning, ete. But, a lot of efforts have been done to minimize their disabilities, rehabilitate, provide education and bring them into the mainstream. Nowadays inclusive education is advocated and therefore you need to be aware of the various aspects of CwSNs and the technologies or ICTs that can be used to support them. Technologies or information communication technologies (ICTS)has opened new opportunities to facilitate the participation of CwSNs in conventional classroom activities by removing the existing barriers that they face. Assistive technologies (ATs) that come under the periphery of ICTs, enable CwSNs in compensating for their disabilities and excel in education, ATs help them to improve their mobility, perform daily activities, accomplish personal needs, and effectively learn like their non-disabled counterparts. So, in this Unit, we will discuss the various ICTs (assistive technologies and assistive devices) that can serve as support mechanisms for CwSNs. The Unit will start the discussion with the meaning, benefits and types of ATs, Thereafter, a few software applications and newer ATs will be discussed, Towards the end of the Unit, the use of ATs in teaching- learning processes will be discussed which will give you an awareness of factors to be considered for the selection of ATs and the challenges in using them. The Unit ends with a discussion on assistive devices. 9.2 OBJECTIVES After going through this Unit, you should be able to: * define and describe assistive technologies used by CwSNs, * categorise assistive technologies, © explain the uses of assistive technologies, * select assistive technologies and assistive devices for teaching- earning including inclusive classrooms, list innovative technologies for CwSNs, and * define and describe the assistive devices used by CwSNs. 9.3 ASSISTIVE TECHNOLOGY You may recall that in Unit 6 we have briefly discussed the special and inclusive classrooms and some of the ICTs that CwSNs can use in their daily life and for leaning. In this Unit, we will discuss more. Let us start our discussion with assistive technology (AT). You might have understood that ICTs are technologies enabling the communication of information. It includes digital gadgets and software applications. You know our education system practices inclusive education wherein both students with and without disabilities are provided education together. And ICTs can support various activities of inclusive education such as teaching-learning, assessment, etc, Therefore, irrespective of the disabilities of the student ICTs are used in education, However, students having disabilities require additional support and technology infrastructures. This is made possible through assistive technologies (ATs). “Assistive technology is used as an umbrella term for both assistive products and related services. Assistive products are also known as assistive devices” (UNICEF, 2015). So, any technology that assists disabled children to accomplish their daily activities, improve functional capabilities and support educational processes can be considered assistive technology. 9.3.1 Meaning of Assistive Technology Before moving on to AT let us discuss in brief about technology. What do you mean by technology? Technology is nothing but a device or equipment ICT for Children with Special Needs 209ICT in Educational Processes 210 that enables one to perform an activity. Say, for example, to write something on paper the pen is used which is technology. Similarly, during the winter season ‘heater’ is used to generate hot air. There are many electronic technologies like radio, television, computer, mobile phones, etc., and you are aware of their uses. All these are technology-based equipments. Now, what about assistive technology (AT)? AT is also technology but is used to assist children having limited abilities or disabilities or CwSNs. Say, for example, a child who is having hearing issues may make use of hearing aids. So, the hearing aid is an AT. Therefore, ATs in general are technologies with the potential to enhance the performance of individuals having disabilities, ATs can also be considered information and communication technologies (ICTS) as they are used for educational activities of CwSNs or disabled children, Say, for instance, a child having visual difficulties can use ‘braille labelled keyboards’ for writing assignments, project reports, ete, Similarly, a teacher can use any suitable AT during his/her teaching to convey the topic/content and make CwSNs understand the topic. Let us see some of the definitions of AT. Assistive technology is used as an umbrella term for both fe products and related services (UNICEF, 2015). The assistive products include hardware and software that help children with disabilities in their daily living activities. The services include evaluating children’s need for a device, selecting, buying and repairing them, providing technical support, etc. According to IDEA (n.d.), assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted or the replacement of that device (Source: https://sites. ed.goviidea’). Assistive technologies can be broadly conceptualized as any technology with the potential to enhance the performance of persons with disabilities (Lewis, 1998). The International Classification of Functioning, Disability and Health (2001) define assistive products and technology as any product, instrument, equipment or technology modified to adjust or specially designed for improving the functioning of a person with a disability. World Health Organization (2015) mentions assistive devices and technologies are those whose main aim is to maintain or improve an individual’s functioning and independence to enable participation and to enhance the overall wellbeing. From the above definitions, we can conclude that ATs are any device or equipment designed for improving the functional capabilities of children with disabilities and the services associated with them. Say, for instance, children with visual disabilities can make use of equipment ‘talking text’, that allows them to listen to a text. Similarly, children with writing disabilities can use a ‘live scribe pen’ that allows them to record their voice in audio format, You may see various ATs enabling children with disabilities to support their day-to-day activities and improve functional capabilities. The ATs also assist them in their learning processes. Ifa teacher can suggest the suitable ATs needed for CwSNs, that may be considered a service. That is why AT is considered an umbrella term that covers both devices and services.9.3.2 Benefits of Assistive Technologies As you are aware the CwSNs will have some kind of disabilities that may be mild or severe, The CwSNs cannot work and perform and learn like children without disabilities. Therefore, CwSNs may require external assistance for which ATs are used. So, in a broader sense, ATs enable the CwSNs to perform their day-to-day activities and lear in a better way. The benefits of ATs are as follows: © Improves academic achievement: The CwSNs face issues in reading, writing, listening, etc., which affect their learning process. The ATs support CwSNs to effectively participate in learning activities and learn on their own. * Enhances capabilities and makes them independent: The CwSNs may have physical impairments as well as intellectual disabilities. This calls for external assistance to accomplish their day-to-day activities. ATs would help them to minimize their problems and issues and enhance their capabilities and thereby make them independent. With the support of ATs, CwSNs can perform many activities on their own. © Removes barriers to perform: There are lots of barriers in the form of environment, learning, and others. ATs help to remove those barriers and enable CwSNs to perform tasks as their non-disabled counterparts, © Enhances functioning: CwSNs require special assistance to perform various activities. If the activity limitation is catered through specific ATs, the functions of CwSNs can be improved and participation in each activity can be ensured. * Helps in social development: ATs not only solve the issues associated with the mobility and daily activities of CwSNs but also it is useful in their social-related activities and functions. The CwSNs feel isolated and find it hard to connect with their non-disabled peers. ATs help to remove those barriers and thereby contribute to social development. 9.3.3 Types of Assistive Technologies Let us now discuss the classification of assistive technologies. If you look at mobile technologies, you might observe that old mobile phones are having limited functionalities like calling, sending messages, etc. While new mobile phones are having advanced features like GPS, taking photographs, internet, facilities, etc, In the same way, assistive technologies are classified based on their functionalities, facilities available, technologies used in the product, and services. And accordingly, assistive technologies are classified as low- tech, mid-tech, and high-tech assistive technologies. The low-tech AT’ are less expensive devices that have few mechanical parts and do not require a power source. Mid-tech ATs are devices that have complex features and may be electronic or battery operated. High-tech ATs are expensive devices that ICT for Children with Special Needs 2ulICT in F 212 cational Processes have electronic or digital components, may be computerized and require extensive training to use them. The difference between these technologies and examples of each of them are given in Table 1 Table 1: Types of Assistive Technologies Type of Assistive Characteristics Examples Technology * Simple, Ramp, Communication * Readily available boards, Door openers, Roll-in * Less expensive. showers, Handheld magnifiers, *No specific training}Large print text, Canes & Low-tech | required. walkers, Grab railing, Tactile *Do not have many|rulers highlighter, — Velero, technical features, Grippers, Adapted stationeries, Manipulative toys, Models, Commies, Cartoons, ete. «Electric and battery] Manual wheelchair, Electronic operated. organisers, CCTV, amplifiers, * Some specific training| E-books, Altemate mouse and required, keyboard, Braille translation * Expensive than low-| software, Talking calculator, Mid-tech | tech technologies Electronic dictionary, Word prediction software Adapted games/toys, CD ROM, Audio recorders, Calculators, Electronic devices, OHP slide projectors, MP3 player, Radio, etc. * Sophisticated devices/ |Power wheelchair, Digital software having hearing aids, Computers digital or electronie | with Specialized software, components. Electronic aid for daily living, * Technical training Voice recognition software, required to operate, | Magnification software, Word High-tech |e More costly than | processor, Texttospeech, Speech low and mid-tech] to text, Bluetooth technology, technologies. Smartboards, Alerting devices, FMsystems AAC devices, Word predictors, Captioned! Subtitled AV content, Picture exchange communication system, etc 9.4 ASSISTIVE TECHNOLOGIES FOR CHILDREN WITH SPECIAL NEEDS We have discussed that ICTs are used in education for various activities. But most of those discussions were relating to the use of ICTs for studen without disabilities. In Unit 8 and this Unit, we have discussed inclusive classrooms. In inclusive classrooms students of varied social backgrounds, CWSNs, and students without disabilities are taught together. Thus,inclusive classrooms may have students having visual, hearing, learning disabilities, etc, ATs can be used to effectively engage those students in the teaching-learning processes. The use of ATs will help CwSNs to improve their functional abilities and lear better, The various ATs that can be used by CwSNs in their daily life and learning process are listed below. 9.4.1 Mobility and Visual Disabilities The CwSNs having mobility and visual disabilities will face issues in walking, moving, seeing, doing day-to-day activities, ete. They may not, be able to walk alone to reach the destination (like educational institutions), Similarly, they may not be able to see the teaching-leaming resources shown by the teacher in the classrooms. Some of the ATs that will help CwSNs. having issues with their mobility and vision are presented in Table 2 ‘Table 2: ATs for CwSNs with Mobility and Visual Disabilities + Joysticks: Itis a device with a lever attached to its base with a degree of freedom to move the cursor in any direction as required. The base of the joystick allows stability for the hand and arm, * Trackball: It consists of a ball stationed in a place that the user can roll to move the cursor in any desired direction. It is helpful for those who have poor fine motor coordination. + Head pointer: It is fitted with headgear and attached with a long stick which can be used to type on a keyboard. * On-Screen Keyboard (OSK): This includes Windows and other ‘operating systems that can be operated through a mouse and other pointing devices. * Mouth stick: This device is helpful for the disabled who have no upper limbs or limited control over it * Head stick/ Headband: It is similar to a mouth stick but used with headbands. The disabled who use it moves his/her head to operate the keyboard. © Head tracker: It is a computer-based interface in which the movement of the head is detected. Webcams can be adapted for carrying out such functions. * Touch screen: It is a computer display screen that is sensitive to human touch. This type of technology is used on a large scale in ATMs, airports, etc, * Braille labelled keyboard: This type of keyboard is helpful for children with visual disabilities. It helps them to type on the keyboard, Braille signage: This helps blind people in navigation, Automatic door: It is fitted with sensors. When a child approaches the door, it automatically opens and closes. It is helpful for people with visual disabilities as well as people having difficulties in motor coordination or a lack of strength in their arms. * Optical Braille Recognition (OBR): It is a software that allows reading Braille documents on a computer after scanning them. The OBR software converts the Braille documents into text. * Speech synthesizer: It is based on artificial intelligence (AD) technology which converts text into speech and is helpful for visually challenged to access print documents. * Job Access With Speech (JAWS): JAWS is software that converts the computer into a talking computer. It is helpful for children with visual disabilities. The contents in a computer are converted into speech and they can listen to it by using speakers /headphones, ICT for Children with Special Needs 213ICT in Educational Processes 214 * Talking books: These are used by children with visual disabilities to access books. Earlier the books were converted to audio form through the human voice. But with the digital access information systems (DAISY), books can be converted into audio form using text-to- speech software. ‘Sugamya Pustakalya’, is an online library initiated by the Govt. of India, for children who are visually challenged. * Voice typing: It is helpful for those people who are unable to write or type on computers and android phones. Voice typing converts the voice into text form. * Speech recognition software: Dragon, Google, Siri, Cortana, and Alexa are some of the technologies which are based on artificial intelligence technologies. This helps blind and locomotor challenged to operate electronic devices without depending on others. * Magnifier: These devices are helpful for people with low vision to access the content in print form. Some of the magnifiers are bar, coil, dome, hand-free, illuminated, page, pendant, pocket and stand. magnifier. + Large print and talking caleulator: This type of calculator displays enlarged text on the screen as well as an audio output. * Zoom text: It is a software programme specially designed for children with low vision to access text and other visual content as per their requirements, 9.4.2 Hearing Disabilities The CwSNs having hearing disabilities have issues like deafness, muffling of speech, difficulty understanding words, frequently asking others to speak loudly, slowly, etc. Some of the ATS that will help CwSNs having issues with their hearing and communication are presented in Table 3. Table 3: ATs for CwSNs with Hearing Disabilities + Hearing aid: This is a small electronic device that one can wear in or behind ear, It makes sounds louder so that children with hearing disabilities can listen to them. * Talking word processor: This gives auditory feedback to children during the writing process. This is also helpful for children with leaming disabilities. © Written documents/transcription: Children with hearing disabilities face difficulty in following the lecture in face-to-face communication. This technology helps to access the lecture content. + Text telephone: This type of electronic device helps children deafness and other communication disorder to communicate with others as they cannot make voice calls, * Picture Exchange Communication System (PECS): PECS is an alternative communication system developed by Andy Bondy and Lori Frost in 1985 for children with an autism spectrum disorder. PECS uses picture cards and cutouts. The child picks one picture card about which they want to initiate the conversation. * Electronic math sheet: It is a software programme that helps children with dyscalculia to organise, align and work mathematical problems on a computer screen. + Ear protectors for reduction of noise: The unwanted background noise creates challenge in hearing and information processing, This type of device is helpful for those who get distracted by noise.* Delayed Auditory Feedback (DAF): It helps in delaying the speaker’s voice fora fraction of seconds. Itis helpful in the correction of stuttering, * GUPSHUP: It is a handy communication device for children with cerebral palsy (CP). It helps to communicate their requirements. + iGest: It is a wearable device that identifies and captures the natural movement of an individual and associates it with a predetermined sentence of their choice enabling communication. © Vplay: It is a wireless device that helps children with CP to control computer games. * Kavi: Itis an android-based picture-to-speech application that assists children with CP, and autism spectrum disorder. + Rogervoice: It is a software application that converts the voice call into a caption. + C print: Itis a live speech-to-text captioning technology developed by the National Technical Institute for the Deaf, & Rochester Institute of Technology to support deaf students. * Voice dream reader: It isa text-to-speech application in which each word is highlighted and simultaneously follows its spoken words. * Spell checker: This device helps improve spelling skills. The check bunt examine change keep (CHECK) strategy of this programme helps to write words correctly. * Proof reading: This type of feature is built-in in most word processors. This is helpful for children who do mistakes in spelling, grammar, punctuation, etc. + Variable Speech Control (VSC): The prerecorded speech of a child is played through an audio player. Ithelps control the speed of speech 9.4.3 Reading Difficulties The CwSNs having reading disabilities will face issues like word decoding, fluency in reading, poor reading comprehension, etc, Dyslexia is the most well-known reading disorder. It specifically impairs a child’s ability to read. You know that texts are mostly in hard copy (print) form and children with reading disabilities find it difficult to read them. The texts need to ed to digital form with multimedia features included in them. ille books, sign language, and caption-added videos, pictures with texts, are some of the technological solutions for children with reading disabilities. Few other ATs that will help CwSNs having issues with reading are presented in Table 4, Table 4: ATs for CwSNs with Reading Disabilities + Adapted page-turner: Children who have no finger, hand, or lack of control over muscles to turn pages, can be fitted with a switch so that by pressing it, the page is turned. * Electronic dictionary: The electronic dictionary helps to find the appropriate words. Talking aloud the word shows its correct spelling, * Bookstand: This stand helps to keep the book adjusted as per the height of the child, ICT for Children with Special Needs 215ICT in Educational Processes 216 * Optical character recognition software: It is commonly used to read printed text. The text, image, and pictures are scanned by the device and then the software converts them into digital text that is ready to read. + Sereen/Text reader: Screen readers or text readers are used to access the digital screen contents, * Display control: It is used to change the brightness, background, colour, and contrast of the screen as the adjustment is needed for disabled children + Annotation tools/Note-taking: These are apps that help inexplaining the content in detail. It is useful for children with ADHD, dyslexia, and other specific leaning disabilities (SLDs). “Specific learning disabilities means a heterogeneous group of conditions wherein there is a deficit in processing language, spoken or written, that may manifest itself as a difficulty to comprehend, speak, read, write, spell, or to do mathematical calculations and includes such conditions as perceptual disabilities, dyslexia, dysgraphia, dyscalculia, dyspraxia and developmental aphasia” (RPWD Act, 2016) * Handheld and portable device: This device helps in scanning and giving output orally. The device comprises a dictionary as well. * Audio text: This device converts text into speech. Some of the examples are DAISY reader, Kindle, etc. * Animated story/ explanation: Many texts are being converted into an animated form using technologies like augmented reality and virtual reality. Those with reading difficulties can access such animated files. The sign language is also translated into the animated form using various software applications. * Accessible e-content: The e-content (digital content) are generally not accessible for CwSNs. The Web Content Accessible Guidelines (WCAG) are being developed keeping in view the needs of disabled children, Many applications and software are being developed keeping in view the accessible guideline set by WCAG * Portable talking dictionary: It allows the reader to listen to the audio of the texts/ words difficult for them. The learner has to highlight the word and the dictionary will show the full meaning of the word with its synonyms. + D-Speech: It is a free text reading software that converts texts into speech, 9.4.4 Writing Disab ies CwSNs having writing disabilities face difficulty in writing like poor vocabulary, uneven writing, sentence formation, language errors, holding pen, etc. Some of the technologies which help children with writing disabilities in writing properly are adapted pen and pencils, slanting board, label markers, environmental and seating adaptations, adapted papers, and a writing stand, Few other ATs that will help CwSNs having reading disabilities are presented in Table 5.Table 5: ATs for CwSNs with Writing Disabilities Writing template: The sample or prewritten templates are helpful to develop writing skills Prewritten words or phrases: This word prediction software helps disabled children to predict the desired word that he/she wants to write, The software prompts the children to select from the words shown in the programme. Portable word processor: This device is helpful for those who are facing problems in writing with a pen on paper. This processor helps them to write on the keyboard. There is a provision for editing and correcting the written words. Live seribe pen: This smart pen records the text into audio format and helps the children to write by linking the words and sentences that he/she wants to write. It is available with different memory capacities. Mindomo: It is a free web-based tool that creates and shares ideas for classrooms and projects. Voice! Speech recognition system: This programme converts the speech into text, It is helpful for those who have motor challenges and cannot write on their own. Dictation taker: This type of application is available on various devices which helps in converting the voice into text in real-time. Itis also helpful in word processing where the child who faces challenges in writing can edit and correct the spoken words converted to text. Keyboards and touch screen: This type of adapted technology helps the child to input letters and words by simply typing or touching the keyboards on a screen instead of writing with a pen on paper. 9.4.5 Difficulties in Learning Mathematics You might have observed that children face difficulty in learning Mathematics. CwSNs also face issues in learning Mathematics and other subjects. Specialized adapted technologies like a ruler, math formula charts, number lines, etc., are helpful for CwSNs having issues in Mathematics learning. Similarly, CwSNs facing problems in solving Mathematics problems using pen and paper can use electronic sheets, math simulation games, ete. Some of the ATs that will help CwSNs having issues in learning Mathematics are presented in Table 6. Table 6: ATs for CwSNs with Difficulties in Learning Mathematics ‘Abacus: Abacus is a tool that can be used by both CwSNs and non-disabled children for leaming Mathematics. The abacus is not, only helpful in solving mathematical problems but also boosts motor activities and concentration. Graph: The adapted graph paper is helpful for visually challenged SLDs to solve mathematical problems and remember numbers. Calculator: It is generally used by everyone for solving mathemati cal problems. Calculators are available in different types like talking calculators, large sereen displays, on-screen calculators and scientific calculators, ete ICT for Children with Special Needs 217ICT in Educational Processes 218 + Smart chart: Math graphic organisers, multiplication tables, ge: metric functions, reference tables, and conversion tables can be eas ly accessed in specialized applications and websites with need-based features for CwSNs. 9.4.6 Cognitive Disabilities The CwSNs having cognitive disabilities face issues like memory problems, lack of organisation skills, lack of concentration, orientation, and searching right content, language, perception, etc. ATs like memory aids, note-taking devices, digital synchronized calendars, self-help devices, and electronic worksheets can help overcome these issues. Few other ATs that will help CwSNs having cognitive disabilities are presented in Table 7. Table 7: ATs for Cw! 's with Cognitive Disabilities * Lists (Schedule: Digital and manual lists/schedules will help CwSNs to remember their activities, programmes, subject matter, etc, CwSNs can also use diaries/planners, calendars, etc., to jot down the activities and events of their daily life. * Smartwatch: It helps CwSNs to act/perform as per the instructions or programmes installed in it. This device is helpful for CwSNs to carry out educational and social activities. * Screen magnification: As CwSNs lack concentration, magnification will be helpful to focus on one task at a time, * Interactive transcript: Many applications are available to stream live and simultaneously transcribe the lecture or conversations. * Smartphone: Smartphones helps to accomplish various leaning activities of CwSNs, for which specialized application software is required, From the above discussion, you might have understood that various ATs that can be used by CwSNs for their learning. You should also understand that we have discussed various ICTs in Units 1 to 8. You can also use those ICTs to teach CwSNs. But, keep in mind the nature of disabilities, age level, learning outcomes, etc., while selecting ICTs. 9.5 SOFTWARE AND INNOVATIVE ASSISTIV! TECHNOLOGIES FOR CHILDREN WITH SPECIAL NEEDS You are aware that the technologies and software applications regularly keep updated to accommodate the recent trends, features and facilities. Say, for example, the word processor (like MS Office, Google Does, ete.) did not have the facilities like translating into a different language, voice typing, or saving files in different formats, ete. Now, these facilities are available, Similarly, the ATs and software developed for CwSNs are also upgraded to suit their modem needs. Also, government and private agencies are working on developing software and innovative ATs which are helpful for the abled. In this direction, the Government of India has launched Divyang Saarthi, Sugamya Bharat App for assisting children with disabilitiSome of the specific software applications and innovative ATs developed for CwSNs to assist them in their mobility, daily living, academics, and communication are as follows: For children with visual disabilities: Braille & Audio Reading Download (BARD), Kindle Reader, Learning Ally, Read2Go, Voice Dream Reader, VBookz, Zoom Reader, Audio Labels, Access Logo Launcher, Barcode Scanner, Digit Eyes, Tap Tap See, Say Colour, Able Read, Ariadne GPS, Around Me, Blind Square, iMOve, Braille Pad, MBraille, Big Browser, KNFB Reader, Lumin, SRC Magnifier, Blindfold Racer, Photo Touch ABC, See Touch Learn, Be My Eye, Lear Braille Alphabet, Voice Brief, VM Alert, Eye Note, Book share, Sugamya Pustakalya, For children with deafness and hearing disabilities: USound, Spread the Sign, Signly, Voice Dream Reader, Rogervoice, P3Mobile, Hear you Now, Sound Touch Lite, Speak4Me, AppMyEar, Sign Learn, Caption Mate, AVA, Glide, SignAble, Voxsci, TapSOS, Mobile Ears, Visualfy, Easy talk, Dragon Dictation, Petralex, C print, I Hear That, Sound match, Hear Coach, Interpreter Now, Ear Booster, Skype, Viber, Next Generation Text Service (NGTSI).. For children with locomotor disabilities: Whee! map, Its accessible, Wheel mate, Teelo Access, Access Now, Billion Ables. For children with specific learning disabilities: Dyslexia Toolbox, ‘Writing in Style, Ghotit Real writer, ER Browser, Make Sentences, Learn to Read Write and Spell, Dextr Alphabet keyboard, Brevity, indless alphabet, iTranslate, Inku, iSpeak Button, LetMeTell, Augmentally, iVocalise. For children with autism spectrum disorder: Miracle Modus, ‘TapToTalk, Avaz, Book Creator, LookAtMe, Stepping Stone, iComm,, MathBoard, 2TalkAAC, EIEIO, Say That For Me, Socky, SymboTalk, TippyTalk, MITA, Otismo, Leelo Autism Speech, Jellow, ABTalk. For children with cognitive disabilities: iPill, Fingerprint Magic, Care Zone, Choice work, InClov, Note Taker, Organiser, Daily Companion, Cheek Your Progress 1 Note a) Write your answers in the space given below. b) Compare your answers with those given at the end of the Unit, Dd 2) Define assistive technology (AT). List examples for mid-tech ATs. ICT for Children with Special Needs 219ICT in Educational Processes 220 3) Lista few ATs for children with mobility and vision disabilities. Activity 1) _ Survey your nearby schools and identify ATs used by them, Prepare a report of it. 2) What are the limitations in practicing inclusive education? Discuss. 9.6 ADAPTATION OF TECHNOLOGIES FOR SPECIFIC DISABILITIES Think that you are teaching the concept of ‘addition’ to your students. If you search for OER videos related to the concept ‘addition’ in any digital repositories like YouTube, NROER, etc., then you may get many videos. All these videos may not be useful for your students. These videos are developed by experts for their context which may not be suitable in your classroom, However, you can make modifications to such videos and make them suitable for your students. Similarly, an e-text developed in English may be translated to other languages because your students sometimes may not be comfortable with texts written in English. So, you need to translate that text into a language that is comfortable for your students. There are various such situations in which digital materials/resources are converted or modified to suit the local context and it is called adaptation, In the context of CwSNs, adaptation means making products (ATs) usable for CwSNs. You know that technologies are developed as per the universal design so that everyone can access and use them. However, CwSNs face difficulty to access and using different technologies. Say, for example, mobile phones are being used by many for making voice calls, but itis not useful for the deaf. So, for them altemate to voice calling, video calling features is adapted. Along with that transcription of the voice-to-text will also be helpful for them. Captioning the audio-visual materials are also helpful for them. Another adaptation that can be made for blind people is converting printed text into audio and Braille. For people with low vision, enlarged text developed through magnification devices and software, instead of traditional text is helpful. So, you should understand that various technologies are adapted to suit the demands and needs of CwSNs. The specific adaptations based on barriers faced by the CwSNs are given in Table 8.Table 7: Adaptation of Technologies Barriers/ Assistive ‘ Challenges Technology Adaptations + Reading prin’ | Braille, Embosser, textbook, Cane, Audio, | Enlarged text with documents, and | Magnification, | digital features, writing Computer, Recorded lectures, # Accessing Abacus, Talking books, visual Calculator, Voice output information Geometry aids, communication Visual |* Navigating | Android and aids (VOCA), inanew Smart Phone Screen readers, environment Large monitor, Text to speech, Braille printer, Global positioning system (GPS), Audio output + Audio inputs [Hearing Aid, and | Highlighters, * Warming FM system Captions, information Visual aids, Hearing | on radio and Coloured strips, television Mnemonie © Hearing issues Signaling/ Alerting devices, Transcription * Navigation Wheelchairs, | Page tumers, © Writing tools | Crutches, Page extenders, * Physical Motorized cycles, | Clamps, Velcro, infrastructure | and Vehicles Letter stamps, © Mobility Magnetic devices, Locomotor Sensors, Pointing devices, Altemate keyboard, Adjustable tables, Word magnet, Touch screen Cognitive! Intellectual © Understanding and remembering content * Following instructions, textbook information and thoughts and ideas Augmentative and alternative communication (AAC) devices, Assistive devices for daily living, computers, Talking dictionaries, and Tablets Organisers, Calendar Charts List ICT for Children with Special Needs 221ICT in Educational Processes 222 « Reading Electronic Word finder © Writing dictionary, with voice * Leaming Optical Character | inputs, Sound subjects like | Recognition system with Mathematics, | (OCR) Software, | visual symbols, etc Closed-Circuit | Interactive sheets * Communicating | Television for reading with others. | (CCTV), and writing, Learning Annotation! Specialized Note-taking tools, | abacus, Talking Word processor, | Caleulator, Live scribe Electronic math pen, Speech sheets recognition software, Calculator, Graph, and Chart 9.7 USE OF ASSISTIVE TECHNOLOGY IN TEACHING-LEARNING We have discussed that there are various Als. This itself poses a big challenge before the special educators and teachers teaching CwSNs and in inclusive classrooms. Teachers at times face difficulty to select the technologies suitable for inclusive classroom settings and CwSNs. How such a situation can be resolved? Teachers can enhance their professional skills and knowledge by attending seminars, and workshops and enrolling in offline or online programmes/courses on ATs, Teachers must also be given adequate orientation and training to use ATs. Educational institutions must also take steps to organise professional development programmes that focus on ATs and their use in education, While organising training on the use of ATs, the following points may be kept in mind: * Providing knowledge and familiarity with ICTs in general and ATs in particular, © Teaching the working mechanism of ATs * Helping them to use ATs in the teaching-learning processes, * Giving knowledge on the effectiveness of ATs, Teaching the techniques for identifying innovative and new Al * Developing functional skills for operating ATs. © Providing clues for collaboration with various professional organisations and agencies for better use of ATS. * Making them understand the use, abuse, and safety of ATs in the teaching-leaming processes. 9.7.1 Factors Guiding Selection of Assistive Technologies ‘As you are aware ICTs (technologies) have influenced the teaching-learning processes in a big way. You can select any suitable ICT tool for teaching.However, the selected ICT tool must be suitable to the teaching method and content/topic that are going to be transacted in the classroom. Thus, teachers need to be adequately trained in selecting suitable ICT tools. In Unit 6 we have discussed TPACK. You may make use of such a framework for selecting suitable ICT tools in the teaching-leaming process. In the case of CwSNs, there are ATs that are specifically designed for children with hearing, visual, reading, cognitive, and learning disabilities, etc. Therefore, if you are teaching children with hearing disabilities, you may make use of ATs designed for them. If you are teaching in an inclusive setting, you have to be cautious in selecting ATs. In general, you have to consider various factors for selecting ATs for teaching-learning purposes. UNICEF (2015) mentions that one needs to consider the principles of 5A&Q - availability, accessibility, affordability, adaptability, acceptability and quality as the strategies for providing assistive technology. * Availability: The AT must be available for the CwSNs to use it, “Services and products are available in sufficient quantity as close as possible to children’s communities” (UNICEF, 2015).. © Accessibility: The AT must be accessible to the CwSNs. “Services and products are accessible to every child who needs them. Their delivery should be equitable to avoid discrepancies between genders, impairment groups, socioeconomic groups and geographic regions” (UNICEF, 2015). * Affordability: The cost of the ATs should be affordable for the CwSNs. Services and products are affordable to the family of every child who needs them, Many of them will not afford assistive technology unless it is provided free of charge or subsidized (WHO, 2015). © Adaptability: The ATs must be adapted as per the needs of CwSNs. “Services and products are adapted and modified to ensure they are appropriate to the needs and requirements of individual children, They need to accommodate differences in terms of individual factors (for example, health condition, body structure, body function, capacity, gender, age, ethnicity and preference) as well as environmental factors (for example, physical environment, psychosocial environment, climate and culture). In addition, physical changes of children as they grow and develop need to be accommodated” (UNICEF, 2015). * Acceptability: The ATs must be simple, user-friendly and easy to use so that it is accepted by everyone. “Services and produets are acceptable to children and their families. This is facilitated by involving them in the provision process and by considering their needs, preferences and expectations (38). Factors such as efficiency, reliability, simplicity, safety, comfort and aesthetics should be taken into account to ensure that devices and related services are acceptable to children and their families” (UNICEF, 2015). * Quality: The quality of ATs needs to be ensured and then only these products will enhance the functional capabilities of CwSNs. “Services and products are of an appropriate quality. Product quality can be measured through applicable technical standards or guidelines in terms of strength, durability, capacity, safety and comfort” (UNICEF, 2015). ICT for Children with Special Needs 223ICT in Educational Processes 224 9.7.2 Challenges in the Use of Assistive Technologies You may understand that a teacher while using technology during the teaching-learning process for children without disabilities, must ensure that technologies are also available and accessible to the students. The reality is that there exists a digital divide which means adequate technology infrastructural facilities are not available to many students and this acts as a barrier to organising and practicing technology-enabled teaching- earning activities. Similarly, there are barriers created because of access to the internet, electricity, etc. Such barriers also exist in the case of CwSNs, ‘According to the WHO (2016) around one billion people need one or more assistive products, However, only 10 per cent of the people can access assistive products, Almost two hundred million people with low vision do not have access to assistive products. There are 75 million people with locomotor disabilities who need a wheelchair, but 5-15% of them are having access to it, Globally 466 million people experience hearing loss but most of them don’t get suitable hearing aids. Hearing aid production meets less than 10 % of the global need. 75% of the low-income countries do not have prosthetics and orthoties training programmes and manufacturing centres. From the above paragraph, it is clear that CwSNs and teachers also face issues in using technologies or ATs. Because of the different barriers, many CwSNs and teachers are unable to access the required assistive products or ATs. Some of the barriers that restrict the use of ATs by the CwSNs and teachers are listed below. © Accessibility- It is a fact that ATS are not accessible to the CwSNs and therefore unable to use them, * Lack of awareness — As you have scen in Section 9.4, there are different types of ATs, however, due to unawareness, they are not used. © Cost- It is a fact that some of the ATs are costly which the CwSNs are unable to procure and use. ‘© System support- To use any AT there has to have organisational support. The organisation must take efforts to make available the required ATs. © Lack of training- The use of ATs requires continuous professional training and practice. However, many of the special educators and CwSNs trainers are not provided adequate training to use them in the teaching-leamning processes. © Lack of interest- The lack of interest to use different types of ATS also acts as a barrier to accessing and using them * Technical barriers: The technical barriers are related to the technical aspects of ATS. The quality, electronic components used, ete. The UNICEF (2015) has pointed out seven barriers to assistive technology. They are as follows: © Lack of awareness. * Lack of governance including legislation, policies and national programmes. Lack of services. © Lack of products. © Inaccessible environments. . Lack of human resources, © Financial barriers. Check Your Progress 2 Note a) Write your answers in the space given below. b) Compare your answers with those given at the end of the Unit. 1) What are the factors that need to be considered for selecting ATs? 2) Briefly describe the barriers ATs, ved by CwSNs and teachers in using 3) Name some apps used by children with visual disabilities. Activity 1) What are the barriers faced by CwSNs in using the ATS? Suggest strategies to minimize those barriers. 2) Lis on and write a short note a few applications software for CwSN: ‘h of them. 3) Survey your nearby schools and identify the bartiers used by teachers in using ATs. Prepare a report of it. 9.8 ASSISTIVE DEVICES FOR CHILDREN WITH SPECIAL NEEDS We have discussed that “assistive technology is used as an umbrella term for both assistive products and related services. Assistive products are also known as assistive devices” (UNICEF, 2015). This means that assistive technologies can also be called assistive devices. But you might have seen that many of the ATs are technology-based devices. Even though we cannot find a narrow line separating both of them, we can say assistive devices include both mechanical and technology-based devices. However, these terms are interchangeably used and refer to external devices that are designed, made, or adapted to assist a disabled child to perform a particular ICT for Children with Special Needs 225ICT in Educational Processes 226 task. They help CwSNs to perform a specific task. We can say that assistive devices help to move around, communicate with each other, read text materials, listen to the audio programme, watch videos, ete. Types of Assistive Devices (ADs): From the above definitions, you might have understood that assistive devices help children with disabilities minimize their disabilities and improve functioning. As there are different types of disabilities, based on the requirements, ADs are classified as follows: * Assistive devices for daily living: These devices help children with disabilities in doing their daily activities like reading, cooking, bathing, dressing, toileting, home maintenance, eating, etc. Examples of such devices are modified utensils, adapted books, pencil holders, page-tumers, dressing aids, sensors in the bathroom, automatic door openers, adapted eating utensils, adapted drinking utensils, and specially designed taps in toilets and washbasins, ete. * Assistive devices for mobility: These assistive devices help children with disabilities in moving from one place to another. These devices are helpful for children with locomotor and visual disabilities. Some of the examples are wheelchairs (manual and electric), motorized tricycles, crutches, canes, walkers, grab rails, tripods, braces, etc, © Assistive devices for seating and positioning: These devices help children with cerebral palsy, neuro developmental disabilities, and other children who need extra support in maintaining a position, Some of them are adapted cushions, standing tables, bean bag chair, positioning belts to maintain postures, non-slip surfaces, blocks for feet, adapted chairs, and chairs for cerebral palsy. * Prosthetic and orthotics assistive devices: These devices act as replacements and augmentation of body parts with artificial limbs and other cognitive devices. Examples of such devices are splints, brace artificial limbs, audiotapes, and pagers for cognitive impairment. © Assistive devices for transportation: These types of assistive devices are designed for children with disabilities who need to drive or travel in various modes of transportation like a car, bus, scooter, motorcycle, te. This includes adaptive driving aids, hand controls, lifts, hydraulic systems, low-height vehicles, modified scooters, bikes, ete * Assistive devices for sensory activity: These devices are used by children with sensory disabilities, They are magnifiers, large print screens, hearing aids, braille output devices, speech output device, low vision aids, CCTV, eyeglasses, screen readers, vibrotactile devices, signalling devices, amplification devices, FM systems, braille translators, embossers, etc. * Assistive devices for computer accessibility: These devices assist children with disabilities to access the computer. They are head sticks, light pointer, alternate keyboard, virtual keyboard, sound and voice control, joystick, touch screen, specialised software (text to speech and speech to text, etc), abbreviation expansion, word processor, word predictor, spelling and grammar checker, ete:* Assistive devices for environmental control: These devices assist children with disabilities having mobility issues to control things in their environment, They are remote control to operate various electronic devices, switch latch timers, adaptable on/off switches, battery-operated devices, devices using artificial intelligence, etc. * Assistive devices for recreation: These devices help children with disabilities to enjoy recreational activities. Examples include adapted toys, adapted games, adapted puzzles, battery interrupters, adapted computer games, universal cuff to hold arm support, ete. * Assistive devices for communication: These devices assist children with communication disorder to communicate with other people. It includes communication boards, wallets with pictures, words symbols, and letters, eye gaze boards, simple voice output devices, electronic communication devices, picture exchange communication system (PECS), etc. To teach CwSNs, you need to be aware of these assistive devices and their uses. This helps you to select assistive devices depending on their disabilities, content to be taught and teaching method to be used for transacting a particular topic. The use of assistive devices will help CwSNs to improve their inabilities and lear better. Check Your Progress 3 Note a) Write your answers in the space given below. b) Compare your answers with those given at the end of the Unit. 1) What do you mean by assistive devices? 2) What are various types of assistive devices? Activity 1) _ Visita few special schools for CwSNs and make a list of the assistive devices used in those schools, 9.9 LET US SUM UP The CwSNs can also be taught with students without disabi the latest technological gadgets and application software. The education of CwSNs has grown steadily in the last few decades. The assistive devices and technologies are helping the parents, teachers, and community members to support the CwSNs in their daily life activities and learning process. ICTs in general and ATs, in particular, are helpful for CwSNs to compensate for the challenges faced by them, Thus, in this Unit, we have discussed ATs ICT for Children with Special Needs 227ICT in Educational Processes 228 and defined them as technologies that support CwSNs to improve their functional capabilities, We have also discussed the different types of ATs useful for children having visual, hearing, learning disabilities, etc., and listed the latest software and ATs for CwSNs. Thereafter the factors that need to be considered for selecting ATs for teaching-learning are discussed. The challenges in the use of ATs are also discussed. The ATs can empower and help CwSNs to live independently. Thus, it is a fact that technology can bridge the gap between the disabilities and day-to-day activities of CwSNs. The ATs and ADs would help the CwSNs to minimize their disabilities and perform like their non-disabled counterparts. 9.10 UNIT END ACTIVITIES 1) Why are ATs used? Discuss by citing examples. 2) Whatare the technical barriers faced by the CwSNs while using ATs’ 3) What do you mean by adaptation of assistive te adaptation done for specific disabilities? nology? How is the 4) Why awareness and training are essential for assistive technologies? Discuss. 5) List out various mobile apps used by CwSNs in their daily life, 6) Conduct a survey and explore the technologies used by educational organisations for practicing inclusive education, 9.11 REFERENCES AND FURTHER READINGS Ahmad, Z., & Faizal, M. (2016), Re: Do you know technology classifications or categories?. Archibugi D., & Simonetti R. (1998). Objects and subjects in technological interdependence. Towards a framework to monitor innovation. International Journal of the Economics of Business, 5 (3),295-309. Arrigo, M. (2005). E-learning Accessibility for blind students, Recent research Developments in Learning Technologies. BECTA. (2007). The impact of ICTin schools: A landscape review. Coventry: BECTA. http://www.pedagogy.ir/images/pdt/impact_ict_schools.pdf. Blackhurst, A. E. (2005). Historical perspectives about technology applications for people with disabilities. InD. Edyburn, K. Higgins & R. Boone (Eds), Handbook of special education technology research and practice (pp. 1-27). Brophy, P. & Craven, J. (2002). Non-visual access to the digital library. The use of digital library interfaces by blind and visually impaired people. Manchester: Centre for Research in Library and Information Management. Burgstahler, S. (2006). The development of accessibility indicators for distance learning programs. Research in Learning Technology, 14(1). https://doi.org/10.3402/rlt.v14i1 10935. Carter, J, & Mike, M. (2002). Web accessibility for people with disabilities. An introduction for web developers. Professional Communication, IEEE Transactions on. 44, 225 - 233. 10.1109/47.968105.Coyne, K., & Nielsen, J. (2001). Beyond ALT text: Making the web easy to use for users with disabilities. Fremont, CA: Nielsen Norman Group. Cumley, J., Maro, J., & Stenek, M. (2009). Assistive technology for communication. Assessing Students’ Needs for Assistive Technology (ASNAT) (5® Edition). J. Gierach (Ed.). (P.1-62).. Edybum, D., Higgins, K., & Boone, R. (2005). Handbook of special education technology research and practice. Whitefish Bay, WI: Knowledge by Design. Edyburn, D.L. (2000). Assistive technology and mild disabilities. Focus on Exceptional Children, 32(9), 1-24. Ferreira, F., Dias, F., Braz, J., Santos, R., Nascimento, R., Ferreira, C., & Martinho, R. (2013). Protege: A mobile health application for the Elder-caregiver Monitoring Paradigm. Procedia Technology, 9, 1361- 1371 Gulliksen, J., & Susan, H. (2004), The software accessibility of human- computer interfaces? ISO Technical Specification 16071. Universal Access in the Information Society. 3. 6-16. 10.1007/s10209-003-0079-1 IDEA. (2004), Part A, Definitions, 300.5; Operating Standards for Ohio Educational Agencies Serving Children With Disabilities, 2008, 3301-51- 01 (B)Q)). Parette, H. P, & Stoner, J. B. (2008). Benefits of assistive technology user groups for early childhood education professionals. Early Childhood Education Journal, 35, 313-319. doi: 10.1007/s10643-007-0211-6. Parish, A. (2017). Assistive Technology to support students with special needs, Center for Innovation and Leadership in Special Education, Peter, W., & Hamid, R.J., & David, N. (2006). Using ICT with people with special education needs: What the literature tells us. Aslib Proceedings. 58. 330-345. 10.1108/00012530610687704. Pilling, D. (1997). The computerized information and guidance project (Now Called GROW, Gateways to Reaching Opportunities for Work), Evaluation Report to DfEE. London: Rehabilitation Resource Centre, City University. Strobel, W., Arthanat, S., Fossa, J., Mistrett, $., & Brace, J. (2007). The industry profile on education technology: Learning _ disability technology and markets. Buffalo, NY. WHO. (2015). Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper. WHO. World Health Organisation. (2018). Assistive technology. hitps://bit. ly/3bP68HI. 9.12 ANSWERS TO CHECK YOUR PROGRESS Cheek Your Progress 1 1) Assistive technology is an umbrella term for both assistive products and related services, Assistive products are also known as assistive ICT for Children with Special Needs 229ICT in Educational Processes 230 2) devices. The ATs include hardware and software which are specifically designed as per the need of children with disabilities, These technologies assist in their daily living activities and improve their functional capabilities. Examples of mid-tech ATs are manual wheelchair, electronic organiser, CCTY, amplifier, e-book, alternate mouse and keyboards, braille translation software, talking calculator, electronic dictionary, word prediction software, adapted games/toys, CD ROM, audio recorder, electronic device, OHP slide projector, MP3 player, radio, ete. The ATs for children with mobility and vision disabilities are joystick, trackballs, head pointer, on-screen keyboard (OSK), touch screen, braille labelled keyboard, braille signage, automatic door, optical braille recognition (OBR) software, JAWS, NVDA talking book, etc. Cheek Your Progress 2 ) The factors that need to be considered for selecting ATS are availability, affordability, accessibility, adaptability, acceptability and quality. Accessibility, Lack of awareness, Cost, System support, Lack of training, Lack of interest, and Technical barriers. Some of the important apps used by children with visual disabilities are Braille & Audio Reading Download (BARD), Kindle Reader, Read2Go, Voice Dream Reader, Zoom Reader, Audio Labels, Access Logo Launcher, Barcode Scanner, Digit Eyes, Say Colour, Able Read, Ariadne GPS, Around Me, Blind Square, iMOve, Braille Pad, MBraille, Big Browser, KNFB Reader, Lumin, Blindfold Racer, Photo Touch ABC, Learn Braille Alphabet, Voice Brief, VM Alert, Eye Note, Book share and Sugamya Pustakalya, Cheek Your Progress 3 i) 2) Assistive devices are extemal devices that are designed, made, or adapted to assist disabled children to perform a particular task. AD is any piece of equipment that facilitate the functioning of children with disabilities. It is designed keeping in view their specific requirements. It is also helpful to improve the well-being of CwSNs. It can support children with disabilities in mobility, communication, and daily activi Assistive devices for daily living, mobility, seating and positioning, prosthesis and orthotics, transportation, sensory activities, computer access, environmental control, recreation, and communication