Region 16 Updates

ASSISTIVE TECHNOLOGY - SPECIFIC DISABILITIES

Region 16 Pam Anderson - Monday, January 14, 2019

ASSISTIVE TECHNOLOGY - LATEST UPDATE FROM ADCET WEBSITE - SPECIFIC DISABILITIES...

In this section: ADHD | Acquired Brain Injury (ABI) | Autism Spectrum Condition | Blind and Vision Impaired |Deaf and Hard of Hearing |Health Condition | Intellectual Disability | Specific Learning Disability | Mental Health Condition | Physical Disability | Videos

A student’s transition into post-secondary education is often a steep learning curve. Adult learning is mostly self-directed. Students engage with large quantities of written and audio-visual materials, navigating databases, operating software packages and listening to teachers and other students. It is essential to introduce students with disability to user-friendly, reliable technology that meets the demands of a complex learning environment.

Inclusive technology* plays a key role in making post-secondary education accessible to students with disability:

  • text-to-speech allows students with learning disability to access reading materials;
  • FM hearing transmitters allow many students who are hearing impaired to access what a lecturer is saying in class;
  • screen-reading allows students who are blind to use a computer; and
  • voice recognition allows many students with muscular difficulties to use a computer with greater ease. 

There are many more technologies that assist students in accessing their studies as well as achieving their goals in the workplace and in their personal lives.

Inclusive technologies are made available through a broad range of hardware and platforms. Many are available for smartphones, for tablets, for Windows and Mac computers, on USB or online. In some cases, hardware is specific to the particular technology. The platform and hardware can be matched to a student’s learning needs and study environment.

Students vary in their knowledge of inclusive technology; some may have no knowledge at all whilst others will already be experienced in using technologies to access their studies and demonstrate their knowledge. The role that inclusive technology plays in facilitating equity access is acknowledged by the World Health Organisation’s 2016 publication of Priority Assistive Technology Products List.

This section of the website offers insight into inclusive technologies relevant to students with particular disabilities. The main functions of each type of technology will be explained. Where there might be differences between products, these will be considered in terms of the benefit they offer to students.

https://www.adcet.edu.au/inclusive-technology/learning-disability/

 

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