Page 121 - International Perspectives on Effective Teaching and Learning in Digital Education

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

must be considered when integrating the use of devices into the child’s daily
routines and activities.
Support of mobility and motor skills and improvement of communication,
using of residual motor skills for self-sufficiency – e.g. household manage-
ment describes Cincotti et al. (8). Increasing self-concept, independence
and task performance are discussed in Chiang & Jacobs (9).
Another area of use of assistive ethnology is in the field of education. The
research conducted among 5 teachers showed that assistive technologies
are used daily by more than 5 % of teachers, while for teachers working with
pupils with special needs, this percentage is 7 %. On the other hand, the re-
search also pointed out that it is not always necessary to use specially adapt-
ed software. Still, almost 5 % of pupils with special needs also use regular
educational applications. The research also showed that educators use the
full range of available applications (Cizlarová, ), and Cranmer (1) came
up with a similar result in his analysis of the research, where it is confirmed
that individuals (pupils) with special needs are more likely to use technology
themselves.
Further research by Dzivá (3) suggests that in the education and de-
velopment of pupils with disabilities, all areas of development need to be in
balance and the approach needs to match this. Thus, we cannot just focus
on technology in support but also on a holistic approach. In recent years, we
have also increasingly seen the possibility of using AT, a topic that Pancholi
et al. (4) addressed in their investigation: assistive technologies (AT) en-
able people with disabilities to perform activities of daily living more inde-
pendently, have greater access to community and healthcare services, and
be more productive performing educational and/or employment tasks. In-
tegrating artificial intelligence (AI) with various agents, including electronics,
robotics, and software, has revolutionised AT, resulting in groundbreaking
technologies such as mind-controlled exoskeletons, bionic limbs, intelligent
wheelchairs, and smart home assistants.
As can be seen from the above, technology is making life much more ac-
cessible for people with disabilities and is affecting areas of everyday life and
education. The further development and application of technology to this
target group will continue to happen, and feedback from disabled people
themselves reflecting their needs will also be necessary.

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