Assistive Technology

 

Assistive tool

Inclusive classes is not just about placing all the students with diverse needs in same classroom, it is ensuring that every learner gets equal access to learning and achievement, regardless of their physical or cognitive challenges. It is about creating equitable learning environments where every students can access, participate and succeed. Assistive technology plays a vital role in achieving this goal by breaking down barriers to learning. Assistive technology is any device or equipment that helps people with disabilities perform task that might otherwise be difficult or impossible. It enhances student’s access to education and empowers individual to live independently. Some assistive technologies that aid in learning are jaw 5, Braille display, Braille watch, screen reader, hearing amplifier, etc. From this entire assistive tool, in this reflection I will be exploring two; that are braille and hearing amplifier. I will be reflecting about their significance, effectiveness and integration in classroom.

Assistive tool 1: Braille

Braille is a tactile writing system used by people who are blind or visually impaired. It was developed by Louis Braille in the 19^th century and it consists of raised dots arranged in cells that represent letters, numbers, and punctuation marks. Braille allows people who cannot rely on sight to read and write independently, making it one of the earliest and most empowering forms of assistive technology.

Braille is used in many formats-books, signage, computer displays (with refreshable braille displays), and even math and science notations (Nemeth Braille code). Braille enables visually impaired students to access the same curriculum as their sighted peers promoting inclusive education. What I liked about the braille was not just about its functionality, but it’s symbolic value. It represents independence and inclusion where every students whether visually impaired or not gets equal access to learning. A student using braille is not simply being put in classroom together but also engaging fully with the content, participating in their learning journey equally and developing confidence in their abilities in education.

However, there are also some challenges to it. According to Emerson et al. (2009), while Braille literacy is crucial, it requires skilled instruction and early exposure, which are not always guaranteed due to shortage of skilled teachers and resources. In my opinion, braille is quite appropriate for inclusive classrooms when used with proper guide and resources. It will give provide equal opportunities for visually impaired students to learn along their peers. Teachers must receive training on how to integrate braille materials into lessons and ensure students who are visually impaired are not left behind.

Assistive tool 2: Hearing amplifiers

Hearing amplifiers, including personal FM systems and sound field amplification system, are used to support students with hearing difficulties. These devices amplify teachers voice, reduce background noise and ensure that sound is delivered clearly to the student. Unlike hearing aids, which are fitted to an individual’s hearing loss, hearing amplifiers provide generalized sound enhancement in learning environment.

Hearing amplifiers are suitable for inclusive classrooms because of their unobstructed nature and ease of use. They can be easily integrated into daily classroom routines and does not require much instructional changes and trainings. Hearing amplifiers provides opportunities for students with hearing difficulties to connect with their peers and do classroom activities together.

However, there are some limitations. While it may help with auditory clarity, it does not compensate for language processing challenges or other communication barriers. Moreover, this tool requires consistent use and teachers must be mindful of turning the microphone on and minimizing unnecessary noise.

Reflecting on these two tools-braille and hearing amplifiers has enhanced my understanding of inclusive education. Both tools aren’t just aids to learning but are source of empowerment and independency for students with visual and hearing difficulties. It allow them to engage with the content of same curriculum as their peers in ways that respect their individual learning needs. I learned that using these tools successfully does not depend on the technology only but also teacher’s attitude and preparedness to use it. Teachers must be flexible, informed and prepared to create an environment where assistive technologies are integrated successfully supporting students learning experience. Moreover, these tools ensure equity over equality. Equity ensures that every student receives the support they need in their learning to reach their potential. For visually impaired student, which might be a braille-enabled tablet; for students with hearing difficulties, it might be a hearing amplifier. Both students may be together in the same classroom, but their way to understand the content might differ and that’s where inclusive education is integrated.

Citation

·  Emerson, R. W., Holbrook, M. C., & D'Andrea, F. M. (2009). Acquisition of literacy skills by young children who are blind. Journal of Visual Impairment & Blindness, 103(10), 610–624.

·  Nelson, P. B., Soli, S., & Seltz, M. (2005). Classroom acoustics and amplification. The ASHA Leader, 10(5), 6–7.