Abstract
Technological and contextual developments have been transforming society and, inevitably, education, bringing opportunities and challenges in ICT, particularly for those with diverse functioning. This chapter considers the implications of informing the professionals who support people with disabilities and summarises a set of technologies available to respond to functional diversity. It aims to discuss ways to promote accessible and inclusive education, focusing on technological tools to support involvement in learning. It presents the different concepts and culminates with a summary table, which compiles high-tech solutions to address functional diversity. It seeks to present a practical and easily accessible set of guidelines for those looking for options to enable their student's participation in their learning. It aims to bridge the gap between a person's potential and accomplishment, and foremost, to promote knowledge in effectively implementing assistive technologies.
TopBackground
Functional Diversity
The “Functional Diversity” concept was introduced in January 2005 by Javier Romañach Cabrero and Manuel Lobato at the Independent Living Forum, gradually replacing the “Person with Disabilities” concept. Functional diversity acknowledges the diversity of human characteristics, abilities and needs (Romañach & Lobato, 2005), which should be considered in teaching and learning.
Diversity is more than just a euphemism; it acknowledges all human beings’ inherent differences and dissimilarities. The term “functional” is rooted in the concept of “function” - the activities that individuals typically perform as living beings. This term avoids the negative connotations of “disability” while highlighting the positive qualities of a person. For these reasons, “Functional Diversity” refers to the reality where an individual operates differently from the majority of society. “Functional Diversity” adheres to the principles of equity, functionality, and disability advocated by the World Health Organization (WHO) since 2001 (World Health Organization [WHO] & World Bank, 2011). Having or acquiring a disability does not mean being non-functioning, as an individual’s functionality is influenced by their relationship with the environment. Therefore, individuals may function differently by ensuring accessibility in various contexts, including attitudinal access and respect for their abilities and functioning, with or without the aid of assistive technology.
Key Terms in this Chapter
Assistive Products: Any product acquired commercially or manufactured to compensate for impaired human functions or to replace non-existent ones (lost or never acquired).
Inclusive Education: Ensuring everyone can learn according to their skills and needs. Equity must be guaranteed, and schools must provide the resources and conditions so no student is left behind.
Artificial Intelligence: Artificial intelligence (AI) is the ability of a machine to reproduce human-like skills such as acquiring information, reasoning, learning, planning and creativity.
Functionality: A concept that translates the capacity to develop human occupations and carry out tasks effectively. It depends on the relationship of the person with his/her environment. If an environment is adapted, a person with a disability can be functional. On the other hand, a person who is in a foreign country may have a disability because he/she is unable to obtain information due to lack of knowledge of the language.
Functional Diversity: A more inclusive way of looking at humandiversityy. Not focusing on disability but on different ways of functioning. One can have a disability and be perfectly functional. A non-negative terminology about functionaldiversityy.
Universal Design for Learning: Concept that advocates neurophysiological learning, adjusted for all students, with a curriculum that contemplates universal ways of accessing and manipulating information and keeping students engaged.
Diverse Learners: Students who learn differently from what is conventionally expected develop learning in alternative ways and may need differentiated and equitable support.
Assistive Technology: Implementing assistive products through specialised services and resources (human and technical) with specific adapted techniques and strategies.