Application of assistive technology in inclusive classrooms

role of educational applications in enhancing special needs pupils' English language performance

“…The technological innovations in learning for people with special needs included the so-called "e-educational game strategies" based on platforms Electronic and electronic application stores. Studies by Zilz and Pang (2021), Anber and Jameel (2020), Ramdania (2020), Gandolfi (2018), Abdallah and Fayyoumi (2016), Berns et al (2016), , and Durkin et al (2015) have revealed the effectiveness of activating the uses of educational technology, including the platforms and applications of electronic educational games to develop the perceptions of the Arab child, especially those with special needs.…”

Augmentative and Alternative Communication (AAC) sebagai Teknologi Assistive dalam Mendukung Anak Cerebral Palsy dengan Kebutuhan Komunikasi yang Kompleks

“…Penilai sosial menilai penggunaan teknologi dan program dengan baik (Stasolla et al, 2019) . Para peneliti juga setuju bahwa anak anak penyandang disabilitas yang dalam hal ini termasuk juga anak cerebral palsy mendapatkan manfaat yang signifikan dari penggunaan teknologi bantu yang dalam hal ini juga meliputi AAC, namun mereka juga setuju bahwa kesiapan guru untuk memasukkan teknologi canggih ke dalam kelas juga memberikan dampak yang dapat mempengaruhi penggunaan teknologi tersebut sehingga dapat mempengaruhi kinerja dan tampilan pengguasaan teknologi dari peserta didik disabilitas (Zilz & Pang, 2019). Beragamnya bentuk AAC dapat memberikan pilihan kepada anak cerebral palsy untuk memanfaatkan sesuai dengan kebutuhannya.…”

“…Studi ini menunjukkan perlunya guru kelas diberi waktu yang cukup dan kesempatan pengembangan keterampilan untuk memungkinkan mereka bekerja secara efektif dengan teknologi pendukung di kelas. (Zilz & Pang, 2019) Para peneliti yang meneliti anak usia sekolah, semuanya setuju bahwa anak-anak penyandang disabilitas akan mendapatkan manfaat dari penggunaan teknologi bantu. Namun, mereka juga setuju bahwa guru tidak siap untuk memasukkan teknologi canggih ke dalam kelas.…”

Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable Inclusive Learning and Development Ecosystem

“…Therefore, in order to achieve the inclusion, which aims at the empowerment and emancipation of students with disabilities [5], a new standard of education that respects the heterogeneity and a new model of educational services in the general classroom, is required, where the teachers invest in educational goals for all their students [6], by implementing beneficial teaching and pedagogical strategies, which incorporate the use of new technologies, based on individual differences. Teachers usually display more positive attitudes to the e-inclusive practices, when they are familiar with using technology and the classroom has access to technology equipment [7]. In addition, a catalytic factor for meaningful inclusion is the appropriate regulation and adaptation of the learning environment and their willingness to use assistive and instructional technology in the educational activities, which bridges the digital gap between children of typical and atypical development [8].…”

“…In addition, a catalytic factor for meaningful inclusion is the appropriate regulation and adaptation of the learning environment and their willingness to use assistive and instructional technology in the educational activities, which bridges the digital gap between children of typical and atypical development [8]. Thus, by making appropriate planning for the use of the tech tools and e-services, students with physical (fine / gross motor) and sensory (vision / hearing) disabilities, gain access to the provision of quality education, aiming to increase and enhance their functionality, for their active engagement in cognitive resources and social interaction experiences within the school environment, which lay the foundations for a sustainable future [7], [9], [10].…”