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What is Accessibility and Availability of Assistive Technology

Chapter 1
Handbook of Research on Advancing Equity and Inclusion Through Educational Technology
Accessibility refers to making the device usable and approachable to PWDs, CWSNs or CWDs. For instance, children with special educational needs can access computers to make use of any software. Alternatively, accessibility refers to whether a product is present/exists or not. For instance, text-to-voice software with a screen reader and screen magnifier is available or not. This software can help children with visual impairments and also supports children with learning disabilities. The software is made available by organizations and ensured that children with special educational needs are aware of how to use them. If it is available but the CWSN are not trained to use them, its availability is inadequate.
Published in Chapter:
Assistive Technology Integration: Promoting Inclusion and Achieving Sustainable Development Goals
Mahwish Kamran (Iqra University, Karachi, Pakistan) and Sohni Siddiqui (Technische Universität Berlin, Germany)
Copyright: © 2023 |Pages: 25
DOI: 10.4018/978-1-6684-6868-5.ch001
Abstract
The quality of life of children with special education needs can not only be facilitated but also contribute to their overall well-being when technology is available and accessible to them. Given the goals of the study, this chapter emphasizes the importance of accessibility and availability of assistive technology for all developing and underdeveloped countries. This chapter examines how assistive technology can support children with special education needs and how assistive technology relates to achieving sustainable development goals. Findings show that assistive technology interventions support all types of physical and intellectual disabilities. However, in developing and underdeveloped countries, there are significant barriers to technology integration, including availability and accessibility of devices. This systematic literature review has provided important guidelines for future researchers and possible ways in which educational institutions need to think about incorporating assistive technologies into the teaching and learning process of students with disabilities.
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