ASSISTIVE TECHNOLOGICAL DEVICES

TO EMPOWER THE DIFFERENTLY ABLED

DR.M.MARY GLORY PONRANI

DR.S.AKILANDESWARI

ASSISTANT PROFESSORS IN PHYSICAL

EDUCATION

AVINASHILINGAM INSTITUTE
INTRODUCTION

• Any adaptive device or service that increases participation, achievement, or independence

for a student with a disability may be considered assistive technology (AT). Adaptations may
be as simple as a pencil grip or as complex as an adapted computer system.
• Assistive technology is not new. In fact, it has been a part of the human experience for
thousands of years. It is believed that eyeglasses were invented in Italy between 1268 and
1289; and, the first recorded use of a wheelchair dates back to 5th Century .
• A few spaces of assistive innovation and test items might be found in some random study
hall, having an effect in how understudies of all capacities learn.
 FOUNDATION ON ASSISTIVE NEEDS AND
SUPPORTING TECHNOLOGY:
• Proofreading Software for learning disability

Proofreading software is a branch of assistive technology that goes above and beyond the typical
proofreading features found in a word processing system, such as correcting words frequently misspelled by
students with dyslexia.
• Text-To-Speech Assistive Tools:

As an assistive innovation, text-to-discourse (TTS) programming is intended to help kids who experience
issues perusing standard print. Normal print inabilities can incorporate visual deficiency, dyslexia or any
kind of visual hindrance, learning incapacity or other state of being that blocks the capacity to peruse.
KURZWEIL 3000
• The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In
addition to a range of TTS features, the full-featured software program integrates abilities that can
help students in other areas, potentially appealing to those who may have a non-print disability or
those who may not typically consider a TTS program. Some of the features include:

• Multiple TTS voices

• Support for 18 languages and dialects
• Talking spell-checker
• Picture dictionary graphics for more than 40,000 words
• Text magnification
• Tools for test taking, essay writing, note-taking, reference and more
TASTE AND-PUFF SYSTEMS

• Taste and-puff frameworks are utilized by understudies who have versatility challenges,
for example, loss of motion and fine engine ability incapacities.
• These frameworks consider control of a PC, cell phone or another mechanical application
by the youngster moving the gadget with their mouth.
• Like a joystick, the youngster can move the regulator toward any path and snap on
different navigational apparatuses utilizing either a taste or a puff. An on-screen console
permits the youngster to type utilizing similar developments
 DEVICES FOR DIFFERENT DISABILITIES:
• Vision :

• Products for people who are blind or visually impaired, including AT used for daily living activities,
accessing computers, wayfinding, and other needs. Examples include:

 magnifiers,
 talking devices such as a talking thermostat,

 Braille displays,
 screen reading software,
 text-to-speech systems using Optical Character Recognition (OCR),
 large print materials, and
 phones with large tactile buttons.
 HEARING :
• Products for people who are Deaf or hard of hearing, including AT used daily living activities,
communication, and other needs. Examples include:

• personal amplification systems,

• wireless TV listening systems,
• vibrating alarm clocks,

• doorbell with flashing light alert,

• portable closed captioning system,
• face-to-face dual keyboard communication system,
• amplified telephones,
• phone with captioning, and
• mobile devices with texting or specialized apps.
 SPEECH COMMUNICATION :

• Products for people with speech disabilities who need assistance with speaking including face-
to-face communication. Examples include:

 voice amplification systems,

 stuttering aids,
 artificial larynx,
 communication boards,
 speech output software,
 symbol-making software, and
 speech generating devices.
LEARNING, COGNITION, AND DEVELOPMENTAL :

• Products for people who need assistance with learning, attention, memory, and organization.
Examples include:

 memory aids,
 text-to-speech systems to support learning (not related to vision needs),
 reminder systems,
 notetaking systems,

 mobile devices with specialized apps, and

 audio books.
 DAILY LIVING :
• Products for people with disabilities and older adults with functional limitations due to aging. These
products increase independence when performing activities of daily living such as bathing, dressing,
personal hygiene, eating and other basic home/life activities including shopping and money
management. Examples include:

 dressing aids such as zipper pulls and button hooks,

 adapted kitchen tools and eating utensils,
 walker carrying bag,
 wheelchair cup holder,
 book stand,
 automatic soap dispenser,
 vacuum robot
 CONCLUSION:
• As these tools start to appear in the home and in the classroom, parents and teachers can utilize them
for students’ academic and personal growth. But technology alone is not enough – to successfully
use these tools, it’s critical to develop a plan for their use and have regular check-ins to ensure the
student is gaining the most value possible and not becoming overly reliant on these tools.

• But while assistive tools have become plentiful, the same cannot be said for special education
instructors. As previously mentioned, the vast majority of states have reported a need for teachers in
special education. And many general education classrooms instruct children with special needs.