Page 120 - International Perspectives on Effective Teaching and Learning in Digital Education
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Barbora Bazalová, Dana Zámečníková Veronika Včelíková, and Pavla Pitnerová
a physical disability no longer means that things cannot be done. Thanks to
technology, we can find new ways to accomplish our goals. Assistive tech-
nology can be used in two ways: to help do things that people without disa-
bilities can do without technology and to improve access to everyday tech-
nology that is not designed for people with disabilities. In both cases, the
focus is on matching individuals with the tools best suited to fill their needs
(Anston, 18). Some devices can be easily purchased and make a significant
difference in everyday living or be a great starting point when reducing bar-
riers (Awde et al., ). Computers, laptops, and mobile devices are a must
today. Students can use symbols, written forms of spoken speech, or porta-
ble communicators with voice output and single or multiple messages. Other
multifunctional assistants are computers with special programs and drivers,
enabling cooperation with individually adapted buttons, sensors, keyboards,
trackballs, joysticks, alternative mice and other control tools. Modified con-
trol devices facilitate access (instead of keyboard and mouse) and ensure
more accurate and legible typing.
Cranmer (1) investigates learning with digital technologies within
the context of inclusive education. Assistive living technologies (ALT) are
promising to increase independent living and execution of activities of dai-
ly living (ADL). Nine studies were included, of which seven qualitative, one
quantitative, and one mixed method. Quality was generally high. ALT ena-
bled participants to execute ADL. We found six themes for the impact of ALT
on perceived independence: feeling enabled, choice and control, feeling
secure, time alone, feeling less needy, and participation (Van Dam et al.,
4).
The research, as mentioned earlier, is supported by an investigation pub-
lished by Moen & Østensjø (4), who included in their study the 13 chil-
dren with cerebral palsy and their families used a median of .5 assistive
devices (range –1) to support positioning, mobility, self-care and training,
stimulation and play. Devices had one or two primary purposes and were
used both at home and in kindergarten/school. The usage rate varied from
less than twice a week to several times a day. Most parents reported sig-
nificant benefits for caregiving and/or the child’s functioning. Total use in-
creased in accordance with the level of the child’s gross motor limitations and
was associated with restrictions imposed by housing concerns. The findings
show that the frequent use of a wide range of devices had many benefits.
It demonstrates that early provision of assistive devices can be an effective
function-enhancing strategy in young children with cerebral palsy. However,
the findings also indicate that factors other than the child’s motor abilities
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