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Primary
Primary
When I work with students in Kindergarten and Grade 1 on writing, I always make sure that every student has the alphabet available at their table. It is a low-tech assistive technology that I provide to support their writing. Students who struggle with letter and letter sounds can easily access them through visuals. Those who are only missing 1 or 2 letters/letter sounds can use the alphabet as a reminder. Students who have mastered their letters and letter sounds may not need them, but it does not hurt for them to have access to the support. I found it effective in supporting student writing, but they need to be taught how to use this tool explicitly (sing the ABC song and follow along with the finger to find the letter or look at the picture to identify the letter sounds).
- Trista Ding
Secondary
Secondary
Within a Grade 7-9 classroom, where I teach more than 150 students, I encounter various individualized academic and disability needs. To address these needs, I offer a range of accommodations, including both low and high-tech options, to ensure that each student can participate in learning activities at their level. For instance, when teaching French as a Second Language to students, some of whom are selectively mute and have identified accommodations, I provide closed captions (CC) for what I say or teach. This enables those particular learners to actively engage with the language while also benefiting the rest of the class. Interestingly, there are occasions when I unintentionally forget to include the CC, and it is my students who do not necessarily require AT who remind me to provide this accommodation.
- Danielle Lusk
Post-secondary
Post-secondary
There has been a lot of focus on mental health in the post-secondary education sector. Research suggests that mental health issues can impact natural language processing and that Text-To-Speech technology can have a positive impact. Having a Text-To-Speech engine embedded in all digital course content is one way to increase the UDL component of post-secondary learning, especially when we consider that mental health issues are not always diagnosed and that symptoms are fluid. Having assistive technology supports embedded into learning resources allows a wide variety of users to access the supports they need.
- Lowell Heppner
Limitations and considerations for future research
Limitations and considerations for future research
Extensive research highlights the profound advantages of integrating assistive technology (AT) in classrooms, particularly for learners with disabilities, cognitive and physical challenges, mental health issues, and English Language Learners, to name a few. However, the existing research tends to overlook the broader benefits of AT within Regular Education classrooms, limiting its focus predominantly to individuals with disabilities.
The current gap in research presents a significant opportunity for further investigation, particularly in light of the rapidly expanding market for assistive technology. By exploring the wider applications and benefits of AT beyond disability-specific contexts, future research can shed light on the untapped potential of AT in Regular Education settings. Such research would help educators and stakeholders understand how AT can enhance learning experiences, academic achievement, engagement, and inclusivity for all students, regardless of their individual needs or abilities.
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