Page 109 - International Perspectives on Effective Teaching and Learning in Digital Education

Effective Teaching and Learning in Digital Education for Czech Students with Diverse Needs

ing units. Although many people welcome these benefits, critics say that the
overuse of electronic devices in classrooms can disrupt the educational ex-
perience for some students because it is too impersonal and lacks a sufficient
social component.

Information and Communication Technologies (ICT) and Assistive
Technologies (AT)
Information and communication technologies (ICT) and assistive technolo-
gies (AT) are partially interlinked. AT is designed for people with disabilities to
overcome barriers caused by disability. ICTs are digital technologies that are
initially used for information handling (searching, sorting, storing) and, once
individual computers are connected, also for communication and informa-
tion sharing, regardless of the user’s health condition.
The use of ICT or assistive technologies is associated with the development
of competence not only of students but also of teachers, parents, and coun-
sellors. Interdisciplinary cooperation is thus essential in this area. Teachers
can easily share student progress with parents. For example, they can create
graphs on a laptop showing a particular student’s successes and challenges.
The basic definitions of AT come from US legislation and the WHO. The Tech-
nology-Related Assistance Act (1988) and the Assistive Technology Act (1998)
provide a standard definition of assistive technology as ‘any item, piece of
equipment, or product, whether acquired commercially, modified, or custom-
ised, that is used to increase, maintain, or improve the functional capabilities
of individuals with disabilities.’ Similarly, WHO (Cook & Polgar, 14) defines AT
as any product, tool, device or technology adapted or specifically designed
to improve the functioning of a person with a disability. The ISO 9999 classi-
fication of technical aids (11, revised by ), together with the ICF (World
Health Organization, 7; Edyburn, 4), defines AT as ‘any product, appa-
ratus, device or technical system used by a person with a disability, specially
made or commonly available, that prevents, compensates for, monitors, miti-
gates or neutralises a disability or improve the functional capabilities of a child
with a disability’. It is recognised that an assistive device can be any product
or technology, including systems and services (World Health Organization,
4). Assistive technology enhances independence and well-being, is a hu-
man right, and should be accessible to all (World Health Organization, ).
There are many studies describing AT. Functioning in everyday life and
developing reading and functional literacy by providing access to printed
materials and books in a variety of accessible formats, speech-to-text tech-
nologies, talking watches, support systems for the deaf or hard of hearing,

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