Application of assistive technology in inclusive classrooms

Abstract

Purpose

In recent years more and more students with disabilities are included in general education settings; there is an increased demand for assistive technology application to accommodate their special needs in inclusive settings. This creates an atmosphere for studies on assistive technology applications in K-12 settings.

Method

This synthesis study reviewed research articles related to this topic in the past decade. Ten key words were used and relevant databases were searched.

Results

Thirty articles were found. After sorting, reviewing and analyzing; the two authors used seven research articles for the study on assistive technology applications in contemporary k-12 schools.

Conclusion

The researchers that examined school aged children, all agreed that children with disabilities would benefit from the use of assistive technology. However, they also agree that teachers are not prepared to incorporate advanced technology in the classroom. The results also show that children with physical disabilities in preschool may be too young to independently use advanced technology.

Implications for Rehabilitation

• Students with severe disabilities often have limited interactions with same age peers. Technology can provide a means to increase the quality and quantity of time interacting with young student's peers. Robotic technology has been proven to greatly assist with these interactions.

• In order for a student to maintain a rehabilitation program, they need to be engaged. Current technology promotes building recreational skills that lead to classroom skills, within entertaining and engaging activities.

• Daily life skills can be impacted by severe disabilities. Assistive technology has been proven to assist with these issues. Caregivers for children with autism reported improvement for life skills activities using both low- and high-tech methods.

Keywords:

• Disability
• assistive technology
• literature review
• adaptive equipment
• education technology
• classroom technology
• special education
• adaptive device
• teacher training

Disclosure statement

No potential conflict of interest was reported by the authors.