Disability.

According to the Ontario Human Rights Commission (2019), disability may have been present at birth, caused by accident, or developed over time. It is a condition of mental impairment, developmental disability, learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language (Ontario Human Rights Commission, 2019). An individual with a disability has a health problem or physical disability that prevents them from working or limits the amount of work that they can do (Field & Jette, 2007). Disability limitations come into two spectrums: the visible and the invisible or hidden disability.

Visible Disability.

It includes those with significant extremity or people who have obvious physical problems. It includes people who have had an amputation, walking or talking impairment and other apparent mobility issues.

Invisible Disability.

It is a term that captures hidden disabilities or challenges that are neurological (Disabled World, 2015). It includes those individuals who have a disability that cannot easily observe or recognize such as chronic illness, deafness, visual impairment, development disorder, autisms, and chronic fatigue (Faucett, Ringland, Cullen, & Hayes, 2017).

To resolve the challenges of teachers and to create a meaningful curriculum in the 21st century, it is crucial for teachers and families to collaborate and communicate. Building a good relationship with the student and their families will allow teachers to learn and understand the strength and weaknesses of a student’s disabilities. It will guide teachers to create specific lesson plans where students can complete tasks efficiently, think critically, and build creatively. Authentic work and meaningful tasks will allow students to develop their 21st century skills.

In the 21st century, communication plays a vital role in a student’s success. Assistive technology communication tools are suitable for students with difficulty in speaking and hearing (Erdem, 2017). Some of the most conventional AT devices use for communication today includes speech recognition software and a speech generating device.

Speech Recognition Software.

It helps students to speak to the computer through a microphone, and the spoken words will show as a text (Adebisi et al., 2015). This type of assistive technology device is useful for students since it allows students to choose words from a monitor that were not recognized while speaking (Adebisi et al., 2015).  It is beneficial for students who have problems with motor skills, limited mobility, and oral language abilities (Adebisi et al., 2015).

Speech Generating Device.

It is a portable tool that contains one or more panels or switches that when pressed will activate pre-recorded digitized or synthesized speech output (Illinois University Library, 2019).   It is a standalone device, usually tiny and light, or it can be software that installs in a tablet or phone (Illinois University Library, 2019). It is beneficial AT tool because students with a disability may not be able to speak on their own and can use a speech generating device to communicate with the people around them.

Teachers can help the student in special education by creating meaningful tasks that promote freedom to express, and speak while using assistive technologies tools. Teachers can help the student increase 21st century communication skills by encouraging student’s positive thinking and active learning. Teachers can integrate AT communication tools into the curriculum by using computer application activities to collect and share ideas in the classroom setting.

For Learning Use

Today there are many available assistive technologies (AT) devices that can help students learning skills. Students with writing, reading, listening, organization and memory problems may use tools such as spell checkers, proofreading, tape recorders, optional character recognition, variable speech control, electronic mathematics worksheets, talking calculators, FM listening systems, personal data managers, free-form databases and prewriting organizers (Adebisi et al., 2015).

Aside from all the assistive technologies mentioned above, Google created one of the most innovative AT learning software that many people use in class today. More than 25 million students are using Google applications for education purpose (Miller, 2013). Google drive has tools that help students when it comes to reading, writing, and learning. One of the most useful programs on Google Drive is Google Read & Write. This tool is an excellent assistive technology software that allows students and teachers to create, consume, and collaborate inside and outside the classroom setting.

Google Read & Write.

It is software that offers support tools which include read aloud with dual color highlighting, talking Dictionary, Picture Dictionary, Translator, and Fact Finder, study Skills Highlighters and Collect Highlights, Vocabulary List Builder, Annotations and Navigational tools (Miller, 2013). Google Read & Write can easily integrate into classroom curriculum because it allows students to read, write, and express themselves more confidently (Texthelp, 2019). It is an easy-to-use toolbar that makes documents, files, and web pages more accessible to students and teachers (Texthelp, 2019). Google Read & Write is a useful tool in 21st century learning because it is a confidence booster for struggling readers and those with learning disabilities. It helps students with dyslexia and allows students with literacy challenges to improve their learning skills (Texthelp, 2019).

Teachers can integrate this learning software in the curriculum to help student’s complete assignments and projects on their own. Teachers can think about different classroom activities that allow students to participate in discussions and collaborate with others while using Google Read & Write. This learning software can be beneficial in improving student’s 21st century skills because it works as a fulltime aid to help students speak, read, and write on their behalf.

Conclusions and Future Recommendations

In conclusion, it is crucial to identify the student strength and weaknesses to figure out the best assistive technology tools and devices that best fit and support students need. Today, assistive technologies are the most useful tools that can help students in special education live independently and comfortably. The assistive technologies tools highlighted in this chapter are some of the most innovative devices and software that can support student 21st century collaboration, communication, creativity, and critical thinking skills. With the demand for 21st century skills, students in special education should take advantage of the different assistive technology innovations that are accessible now.

Further support from the health care providers, government and assistive technology companies will be beneficial for students in special education to create ground-breaking and innovative tools in the future. With the increase in 21st century demand and technologies use, continuous assistive technologies invention, reasonable cost, and device accessibility are some of the areas that require constant research and improvements.

References