Assistive Technology and Electronic Education in the Disability and Special Education Sector

Introduction

Assistive technology (AT) is an umbrella term describing assistive devices, as well as the systems and services that support their safe and efficient usage (Witte et al, 2018). Everyone, especially persons with disabilities, the elderly, and those living with chronic ailments, can benefit from assistive technology throughout their lives (World Health Organization, 2018). Adopting AT can help people gain confidence and independence. This is because AT enables individuals to accomplish tasks for themselves. Mobility equipment such as mopeds, canes, walkers, and wheelchairs, prosthetic devices, as well as curb slopes and other adaptations enable simpler, more independent movement in locomotors problems. Individuals having sensory difficulty like hearing problem can use hearing aids to participate in regular living. This promotes socialization and helps to prevent some psychological illness that may occur because of impairment. AT products can also assist childrens with sensory and mobility limitations in using mobile devices and computers to lead an independent life. Screen readers and picture magnification applications fall under this category. Voice control and recognition, text-to-voice converters, and so on are also available.

Considering the significance of AT in the lives of their users, it is crucial to understand how COVID-19 has influenced AT providers. The spread of COVID-19 has had a significant influence on access to and training for assistive technology (AT), particularly for students with disabilities. It is predicted that less than 1 out of every 10 persons in the world has access to the AT they require (Khasnabis et al, 2015). This lack of access might be exacerbated by many inequalities. Stigma, inaccessible surroundings and workplaces, and limited access to education and infrastructure are all factors that can contribute to the sense of adversity (Borg, Lindström, & Larsson, 2011). Since governments considered assistive technology (AT) services “non-essential,” organizations were forced to close, and limits on public transportation hindered access to AT services, that were typically located far from people's residences (Puli et al, 2021). Such COVID-19 prevention efforts have had unintentional repercussions on AT users, who have been unable to access the services they require to get or maintain their assistive products.

As mentioned earlier children with learning difficulty can also incorporate AT in areas such as reading, writing, pronouncing, calculating and many more. It can also assist children and adults with daily functioning. These tools are often used by numerous people in education and workplace for better learning outcome and improved productivity. Incorporating technology into the curriculum has developed an interactive arena while also nurturing creativity, in which students engage more than in a conventional teaching method classroom setting. The use of technology is becoming more prevalent; textbooks are being replaced with tablets, coursework is being handed in via web platforms, and coursework and course materials can be accessed utilizing wireless smartphones. The use of technology in education has also resulted in students being prepared with competencies that will assist them further in their life. Through all of those advancements, technology has played a significant role in fostering an atmosphere of equal opportunity by allowing disabled students to engage in and be a part of a conventional classroom setting.

Children with disabilities frequently have lower educational attainments, poorer health conditions, increased poverty, and lower economic involvement than normal children. They are disabled not just by their body, but also by the society. Disability is a major health problem in many developing nations across the globe, including India. A significant proportion of India's population resides rural places where rehabilitation programmes are still few and difficult to reach.