Page 119 - International Perspectives on Effective Teaching and Learning in Digital Education

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

respond to information communicated by voice and convert it into text) and
programs that help with speech development by visual feedback on how the
user uses loud speech pronunciation. These special programs are Mentio or
Brepta and are an integral part of speech therapy for children with congenital
or early-acquired hearing impairments. There are also internet applications
(videos on YouTube, WEBlik internet broadcasting for people who are deaf or
hard of hearing) (Pitnerová, 13).
The most used aids among the 4 deaf individuals surveyed in Gruberová’s
research (1) were light and vibration signalling devices (34 %) (such as
alarm signals, mobile phone notifications, or smartwatch vibrations). Right
after signalling devices, mobile phones and mobile applications were the sec-
ond most used (8 %). Cochlear implants were used by 13 % of respondents,
hearing aids by 11 %, induction loops by 6 %, Teletext and TV subtitles by 4 %,
and an assistance signal dog by  %. The most frequently used means of com-
munication with hearing individuals were chat applications like Messenger
and WhatsApp, which were used by 4 % of respondents. Facebook, Skype,
and SMS messages were mentioned by 7% of respondents, the DEAFCOM
application by 13 %, and the Tichá linka app from Tichý svět or Live Transcribe,
as well as email by 5 % of respondents.
We will now introduce the basic AT used by people with severe visual im-
pairments. Digital technologies improve and facilitate the lives of people with
severe visual impairments when they do not have access to texts in digital
form (Bernard, 19). Paseka (15) highlights information and communica-
tion technologies designed specifically for blind and visually impaired indi-
viduals, including specialised auxiliary devices for computing technology and
tailored software. Additionally, it covers mobility assistance devices, which
are various tools that help with orientation and movement. The document
also mentions optical aids, such as special glasses and other optical tools that
enhance. Finally, it discusses leisure and sports aids. Paseka’s research (15)
showed frequently used tools by informants with visual impairments – Digi-
tal Reading Devices (a device with voice or tactile output), Digital magnifying
glass/electronic magnifiers (often in the form of a personal computer or lap-
top), Braille E-reader, Braille printer, Screen Reader, Voice synthesiser (a de-
vice converting text to speech) and Electronic Communication Aids (a mobile
phone or tablet with a screen reader and voice output).

Examples of Technology Use for Specific Physical Needs
People with physical disabilities often require lifetime support and experi-
ence challenges to maintain or (re)define their level of independence. Having

119