Source: Sarkar, R. and Srivastava, A. K. (2015). Assistive technology and devices; A boon to promote

quality education among children with mild intellectual disability in inclusive set up. An article was

published in the proceedings of national seminar on ‘Assistive Technology in Education and Sports

for Total Inclusion of Persons with Disability’ (p. 21-22), organized on 6th and 7th February, 2015 at

Ramakrishna Mission Vivekananda University, (FDMSE & FGAPEY), Coimbatore, in collaboration

with National Institute for Empowerment of Persons with Multiple Disabilities (NIEPMD), Chennai.

(ISBN-987-93-5196-7415).

ASSISTIVE TECHNOLOGY AND DEVICES: A BOON TO PROMOTE QUALITY

EDUCATION AMONG CHILDREN WITH MILD INTELLECTUAL DISABILITY

IN INCLUSIVE SET UP

by

Ratan Sarkar

Ratan Sarkar, Research Scholar, Ramakrishna Mission Vivekananda University, Faculty of

Disability Management and Special Education, Coimbatore-20, Tamil Nadu.

E-mail id: ratansarkarju@gmail.com. Mobile No. 08012895837

Abstract

Various schemes, policies, legislations, conventions and acts like SSA (2001), UNCRPD

(2006) and RTE (2009) etc., have made it clear that the fundamental human rights of PWDs

cannot be denied in any way. Government of India has been highly committed to provide

quality education to one and all through effective, remedial and compensatory inclusive set

up which can ensure right to quality education of all including children with special needs.

As per the census 2011, 5.6% people have intellectual disability (ID) out of 2.21% PWDs of

total population in India. Research reveals that ID affects about 1% of the total population

and out of those affected 85% have mild intellectual disability which comes under educable

group. It has been found that almost 90% of disabled children do not receive any form of

education and children with disability are five times more likely to be out of school than

SC/ST children. (World Bank report ‘People with Disability in India: From Commitments to

Outcomes’, released in New Delhi on December 3, 2008). It was also found that the drop-out

rate of children with intellectual disabilities (CWID) is more in comparison to other

disabilities. Now question arises what can be done to promote education among CWID? In

this condition, if we look into the education system of developed countries like USA where

92.4% (U.S.A. Department of Education, National Center for Education Statistics, 2013)

children with intellectual disability come to regular school, we will understand the need and

contribution of assistive technology and device in promoting education among CWID.

Assistive technology and devices refer to hardware, software, stand-alone devices as well as

any types of tools except medical device. Numerous researchers (Smith & Carter, 1997;

Bryant & Seay, 1998), in their researches, have confirmed the effectiveness of using assistive

technology and devices (AT&D) in promoting academic success among PWDs including

CWID. Assistive technology and devices is used as remedial and compensatory alternative

which circumvents deficits while capitalizing on an individual's strengths (McGregor &

Pachuski, 1996; Bryant & B.R. Bryant, 1998). Therefore, assistive technology and devices

are essential instruments for brining a radical change in the present scenario of education

system for children with mild intellectual disability under inclusive set up in India. This

thematic paper makes an attempt to look at assistive technology and devices as a boon to

promote quality education among children with mild intellectual disability in inclusive set up.

It highlights various AT&D with sources for addressing common instructional challenges

experienced by CWMID.

**Key words: Assistive Technology & Devices, Instructional Challenges, Remediation &

Compensation, Quality Inclusive Education.

******************************************************************************************

Introduction

For the past three decades, Government of India has introduced various schemes, policies,

legislations, conventions and acts like SSA (2001), UNCRPD (2006) and RTE (2009) etc. for

promoting education among one and all. Now it has also become clear around the world that

the right to education of persons with disabilities (PWDs) which is one of the fundamental

human rights cannot be violated in any way. Therefore, effective, remedial and compensatory

implementation of inclusive education is inevitable as it includes all learners regardless of

disabilities or non-disabilities emphatically believing that all the learners are able to learn

together through access to appropriate and need based curriculum along with some other plus

curriculum and support services. The basic purpose of inclusive approach is to improve the

quality of life through facilitating interactions between the children with and without special

needs that would contribute to both bonding and building a complete society. The

fundamental notion of Inclusive education is that school must recognize and respond to the

diverse needs of their students, accommodating both different styles and rates of learning and

ensuring quality education to all through appropriate curriculum, organizational

arrangements, teaching strategies, resource use and partnership with their communities

(Lipsky & Gartner, 1999).

Children with mild intellectual disability is yet to be included in inclusive education

However, it must also be realized that despite all policies, acts, legislation, administration,

various teaching approaches, different instructional strategies, remedial methods and fund

devoted to them, children with mild intellectual disability at large face difficulty in mobility,

communication, performing activities of daily living (ADL), environmental control,

employment, sports and recreational activities, and most significantly in accessing

information and education in inclusive set up. They cannot follow the traditional ways in

which they are taught. Hence, they fail to adjust in regular school unlike other students

without disabilities due to not have flexible, level appropriate and need based instructional

strategies and access to essential services.

Incidence and dropout rate of CWMID

There is a dearth in the availability of exact data on incidence and dropout rate of children

with intellectual disability in our country. However, Census 2011 reports that the number of

intellectual disability is 1,505,624 (5.6% of total PWDs) out of 26,810,557 persons with

disabilities which covers 2.24% of total population in India whereas in 2013, World Health

Organization reveals that 15% of world population are disabled and 80% of that PWDs) live

in developing countries (Source: Disability and Health WHO Fact Sheet Reviewed on

September, 2013. Nevertheless, Intellectual disability is thought to affect about 1% of the

population. Of those affected, 85% have mild intellectual disability. Children with mild

intellectual disability are considered as educable group. This group can be given education in

regular schools with non-disabled peers with adequate support services and proper adaptation

of curriculum. Though no clear data is available on education of children with disabilities, yet

it is estimated that almost 90% of disabled children including children with intellectual

disability do not receive any form of education. The number of children with disability

including children with intellectual disability is five times more likely to be out of school

than scheduled caste or scheduled tribe (SC/ST) children. (World Bank report „People with

Disability in India: From Commitments to Outcomes‟, released in New Delhi on December 3,

2008). It was also found that the drop-out rate of children with intellectual disabilities is more

in comparison to other disabilities. Therefore, it is evident that the main objectives of total

inclusion namely to include all and exclude none have not been fulfilled.

Assistive technology and devices; A boon to promote quality education:

Now the question arises what can be done to promote quality education among children with

mild intellectual disability in to achieve the philosophy of total inclusion? Under this

circumstance, if we look at the education system of developed countries like USA where

more than 92.4 % (U.S.A. Department of Education, National Center for Education Statistics,

2013) children with intellectual disability are served under regular school system with normal

peers then the need and contribution of advanced assistive technology and device behind the

successful implementation of inclusive education will be very much clear to us. Numbers of

researchers (Olson, Foltz & Wise, 1986; Higgins, MacArthur, Schwartz & Graham, 1991;

Elkind, 1993; Boone & Lovitt, 1996; Bryant, Smith & Carter, 1997; Bryant & Seay, 1998)

also have confirmed in their researches that the effectiveness of using assistive technology

and devices with students who have difficulties to foster academic success and independence.

It was also found that Assistive technology and devices is not only used in remediation; such

devices may also provide a compensatory alternative that circumvents deficits while

capitalizing on an individual's strengths (Garner & Campbell, 1987; McGregor & Pachuski,

1996; Bryant & B.R. Bryant, 1998).

Assistive technology and devices; Remediation and Compensation

Research supported that assistive technology and devices is an effective supplement to

remediation and compensation for people with mild intellectual disability. Therefore, to truly

effect a change in this scenario, we need to devote our attention on assistive technology

which is a doorway to education and education is the door way to literacy which ultimately

leads to improve the quality of life of children with mild intellectual disability and makes

them academically sound, personally independent, socially competent and vocationally

efficient. Thus the actual implementation of the nation of total inclusion and sustainable

development of nation can be done.

Intellectual disability

Intellectual disability is a disability characterized by significant limitations in

both intellectual functioning and in adaptive behavior, which covers many everyday social

and practical skills. This disability originates before the age of 18. It adversely affects a

child‟s educational performance. (AAIDD, 2010). People with intellectual disabilities can

and do learn new skills, but they learn them more slowly. There are varying degrees of

intellectual disability, from mild to profound.

Characteristics of mild intellectual disability

The notable and dominant characteristic of individuals with mild intellectual disability is that

the disability is not visibly apparent. The nature of a “hidden disability” often results in

misunderstandings where others demand that a child simply “try harder” rather than

understand the need to provide appropriate accommodations. The characteristics which are

often associated with mild Intellectual disabilities as follows:

Cognitive characteristics- In general, children with mild intellectual disability have an IQ of

59 to 70. The noteworthy cognitive characteristics of mild intellectual disability include

intellectual deficits, attention deficits, poor memory, and difficulty in understanding abstract

ideas, imagination, problem solving and thinking problem.

Academic characteristics- Although children with mild intellectual disability are

considered as educable, their academic performance is always low in comparison to their

non-disabled peers of same chronological age. Children with mild intellectual disability face

numerous problems in academics relating to reading, writing, language and mathematics.

Social-emotional characteristics- Children with mild intellectual disability are also lacking

in interpersonal skills, sense of social responsibility, social and adapted skills. As a result,

they often suffer due to maladjustment in society and with neighbours.

Assistive technology and devices (AT&D)

Assistive Technology and device can be a device or a service. It includes hardware, software

Electronic devices and any types of tool except medical devices that is surgically implanted.

In a broad sense, it can be stated that an assistive technology and device is any item, piece of

equipment, or product system that is used to increase, maintain, or improve functional

capabilities of individuals with disabilities. As defined by „Assistive Technology Act of

2004‟ „An assistive technology service means any service that helps an individual with a

disability select, acquire, or use an assistive technology device. Assistive Technology as an

educational aid helps the Persons with disabilities involve in the regular curriculum,

academic assessments and accomplish their educational goals with ease like their

counterparts. Electronic and Information Technology (E&IT) includes computers and related

resources and communication products such as telephones, transaction machines such as

ATMs for banking, World Wide Web sites, and office copiers and faxes (Wehmeyer et al,

2004).

Need of assistive technology and devices (AT&D)

The diverse need and importance of assistive technology is described below-

1. Assistive technology and device benefits all students. Every teacher knows that every

student deserves and has the right to a quality education. However, it takes time, effort,

and money to implement strategies above and beyond traditional classroom instruction.

Even though there are barriers to implementing AT&D, teachers should keep in mind that

even if it helps only one student in a classroom, the extra effort can make all the

difference to that one child. It may mean that he or she is able to participate in a learning

activity or practice a skill they never thought possible.

2. Not only students with disabilities can benefit from types of assistive technologies -

students „at risk‟ and students with gifts and talents can also be supported through the use

of AT & D.

3. Assistive technology and devices have great potential in providing access for all learners.

Through the use of a variety of AT&D, students with disabilities can have the ability to

access the general curriculum. When AT&D is appropriately is appropriately integrated

into the regular classroom, students are provided with multiple means to complete their

work (Janet Jendron).

4. Assistive technology and device helps students learn and grow along with others and give

them the ability to experience much of what would be impossible without it. Technology

makes everyone's lives easier, but for students with disabilities, assistive technology can

make learning more engaging and effective than ever thought possible (Penny Reed,

2007).

5. Fifty to twenty percent of the general population is in need of some type of „cognitive

assistance‟. A large population of „at risk‟ students need assistance, because they do not

easily fit into a diagnostic profile, but they do not receive assistance; if AT&D is

available to everyone, these students can benefit. AT&D aids in all of the subjects area in

school.

6. Most students are drawn to assistive technology and devices and special education

teachers often find that these students are then more motivated to work because they get

to use a technology device in the classroom.

7. Teachers can work with more numbers of students at one time more effectively, such as

using a phonetic ear so that more students can hear or a clicker response system to engage

all of the students at once.

8. Technology is an equalizer and parents even report that when their children with

challenges or disabilities uses technology that they are seen as more capable by peers.

9. Children with physical disabilities with poor IQ have more opportunities for engaged

learned with modified assistive technology such as touch screens and assistive wands.

10. One of the important contributions of Assistive technology and device is that it enhances

the ability of teachers and instructors to integrated students with special needs in inclusive

settings.

11. Assistive technology and device can help build confidence in children with special needs.

They are finding more success academically and they are also feeling more like their

classmates who utilize technology every day, too.

12. Students who spend time in mainstream classes and special education classrooms can use

technology to bridge the expectations and demands of each, such as by using a device to

record lectures for playback later.

13. Assistive technology and devices help us to create least restrictive environment where

students with mild intellectual disability get opportunity to be educated with non-disabled

peers to highest extent possible.

.

AT&D to address common challenges of children with mild intellectual disability:

Assistive technology and device is used in education to aid communication, support activities

of daily living and to enhance learning. Computer-assisted instruction can help in many

areas, including word recognition, math, spelling and even social skills. Computers have also

been found to promote interaction with non-disabled peers.

Some assistive technology and device with its sources to address common instructional

challenges experienced by students with mild intellectual disabilities

Instructional

Challenge

Assistive

Technology

Strategies &

Tools

Sources

MEMORY

Difficulty in

remembering

and to complete

task

iPing A service that

sends reminders

via email, pager,

phone, or fax

http://www.iping.com

READING

Poor

decoding/fluency

interferes with

comprehension

Read Please Free software;

teach students to

copy and paste

text so that they

can listen

http://www.readplease.com

Key to

Access

Accessibility

software on a

pocket-size USB

drive goes

everywhere

http://www.premierprogramming.com

Kurzweil

3000

A scan and read

system that

converts printed

text into digital

text

http://www.kurzweiledu.com

Solo A software suite

designed to

support the

struggling

reader/writer

http://www.donjohnston.com

Difficulty with

the volume of

reading demands

Spark Notes A collection of

notes, resources,

summaries, and

study aids

http://www.sparknotes.com

Difficulty in

reading grade

level curriculum

materials

Ben‟s Guide

to US

Government

Features multi-

grade level

reading material

on government

http://bensguide.gpo.gov

Instructional

Challenge

Assistive

Technology

Strategies &

Tools

Sources

READING

Difficulty in

reading grade

Windows to

the Universe

Features multi-level

reading material on space

http://www.windows.ucar.edu

level

curriculum

materials

StarChild Features multi-level

reading material and

audio version of level 1

http://starchild.gsfc.nasa.gov/docs/

StarChild/StarChild.html

Poor

vocabulary

makes it

difficult to

access ideas

Visual

Thesaurus

Software and web site to

graphically display

synonyms and more

http://www.visualthesaurus.com

Voycabulary Converts any web page

into clickable text to

access definitions

http://www.voycabulary.com

Merriam-

Webster

Toolbar

Adds a dictionary to your

web browser

http://www.m-w.com/tools/toolbar

Instructional

Challenge

Assistive

Technology

Strategies &

Tools

Sources

CURRENT EVENTS AND NEWS

Low reading

level makes it

difficult to

access current

events

News 2 you A subscription service

that provides a weekly

news letter with symbols

http://www.news-2-you.com

9 A free 4 minute daily

video of what‟s new and

noteworthy

http://9.yahoo.com

Newsmap Access news via a color

coded map

http://www.marumushi.com/apps/n

ewsmap/newsmap.cfm

Ten by Ten Access news via a 10x10

grid of photos that

represent the news story

http://www.tenbyten.org

Instructional

Challenge

Assistive

Technology

& devices

Strategies &

Tools

Sources

WRITING

Difficulty

planning/

organizing the

tasks

associated

with a project

Assignment

Calculator

An innovative tool to break

a large project or task into

manageable daily tasks

http://www.lib.umn.edu/help/calc

ulator

So You Have

to...

A teacher created web site

with step by step guidance

and resources

http://www.ri.net/schools/East_G

reenwich/research.html

Difficulties in

getting ideas

on paper to

start

Inspiration,

Kidspiration

Graphic organizers provide

a great way to brainstorm

and organize

http://www.inspiration.com

Graphic

organizers

Ready to reproduce graphic

organizers

http://www.eduplace.com/graphi

corganizer/

Difficulty in

the process of

composing

written work

PixWriter A word processor designed

for emerging readers and

writers

http://www.slatersoftware.com/pi

xwriter.html

Scholastic

Keys

Provides developmental and

cognitive access to

Microsoft Word

http://www.tomsnyder.com

Co: Writer A predictive word processor http://www.donjohnston.com

iDictate A dictation service; dictate

over the phone, receive draft

via email

http://www.idictate.com

Instructional

Challenge

Assistive

Technology

Resource

Strategies &

Tools

Sources

MATHEMATICS

Difficulty with

computations

WebMath Free calculating tool that

supports math from grade

to graduate school

http://www.webmath.com

Difficulty with

Math

Concepts

Interactive

Math

Free online virtual math

manipulatives, makes the

abstract concrete

http://matti.usu.edu/nlvm/nav/vlibr

ary.html

Barriers in assistive technology and devices use and strategies to address

Although there is much gain from assistive technology and device, like many other

educational programs there are certain challenges too in the use of AT&D. The challenges

that are in common in AT & D use and the strategies to address them are given below-

Teacher and student attitude: Some students with special needs may defend against the

idea of relying on assistive technology. They perceive using a „bypass method” as cheating.

Teachers themselves can prove to be obstacles to implementing assistive technology and

devices. It may be because they consider using technology to be an easy way out, or if they

are inflexible when there are difficulties. Therefore, steps should be taken for positive

attitudinal development of both teacher and student towards the use of AT&D. This should be

a matter of great concern.

Demands of assistive technology and device: Many may find it discouraging to imagine

integrating technology into the way they learn because of the “never standing still” feeling of

technology. However, once there is a commitment to begin using assistive technology, the

advantages of these powerful tools often outweigh the complications of continual upgrades.

Access to assistive technology and device: Availability is another potential barrier to

students' use of assistive technology. Technology can be costly for both schools and students.

It is important to remember that the cost for technology is an investment to help students

achieve academic independence and success. In this regard, initiatives should be taken from

the side of both Government organizations and non-government organizations which deal

with assistive technology and device production to produce need based assistive technology

and device at reasonable price so common people also can utilize these when they need.

Lack of information about the availability of AT&D: According to survey which was

conducted in 1998 by Wehmeyer one of the major barriers to assistive technology use is the

lack of information about the availability of assistive technology and devices. Therefore,

initiatives should be taken to create awareness about the availability of AT&D among

students with special needs, their parents, teachers and other service providers.

Training of the student and teacher: If the student is not supported by a well trained

teacher in learning to use the technology, the results may be worse than having no access to

technology at all. Without proper training on how to best utilize software, both teacher and

students may be unable to use the technology as efficiently as it was intended, and they may

give up too quickly. It is up to the institution to plan how to implement training and support.

However, steps should be taken for training all teachers on how to use various assistive

technology and devices so that they may help students with special needs to get the best use

of AT&D in class as well as in home setting at their own space and time.

No consideration of cognitive access: Even though it is the goal of most technology

development efforts to incorporate the principles of universal design, Cognitive Access is not

carefully considered. However, Universal design should ensure that the technology may be

used by all people without the any need for adaptation or specialized design.

Device complexity: One of the major berries to assistive technology and device use is its

complexity. Due to the complexity of device children with special needs especially children

with intellectual disability often face problem in using AT&D without any assistance from

others. Therefore, special focus should be given on making all types of Assistive technology

and devices very simple and flexible so that it can be accessed by all children with disabilities

with varied degrees of their condition.

Assistive technology in Indian context:

The term „assistive technology and device‟ is still emerging India. The movement of social

justice, equal rights and opportunities and ensuring fundamental human rights for PWDs has

brought a significant change in education, employment and in other facilities in community

life. Among many initiatives of Govt. of India, inclusive education is unique one. The

concept of inclusive education is practiced all over the country under the central government

scheme Sarva Shiksha Abhiyan (SSA). One of the major goals of SSA is to provide

appropriate and need based education to one and all children with or without disabilities

admitted in regular schools. To help this goal get implemented, the activities such as

professional development of regular school, restructuring physical environments in schools,

preparation of teaching learning materials and provisions of therapeutic services and assistive

technology and devices have been undertaken by the state governments. However, if we put a

look at the present education system of our country then it will be very much clear to us that

there is an extreme shortage in the availability, supply and use of need based assistive

technology and device among children with special needs as well as non-disabled peers.

Assistive technology and device results in the proper utilization of diverse support services

that are needed by children with special needs. Hence, it is clear that unless assistive

technology and device use is made compulsory for children with special needs and teachers

in school settings, the ideal of total inclusion will not get its reality in the countries like India.

The developed countries have marched forward in this area a lot. They had felt the need of

persons with cognitive disabilities also to access technology and information and have given

prior importance to it. USA government has already declared “The Rights of Persons with

Cognitive Disabilities to Technology and Information Access”.

Conclusion:

Latest data, available from U.S. Department of Education, National Center for Education

Statistics (2013) reveals that 92.4% Individual with Intellectual disability of 6- to 21-year-old

were served in Regular Schools. Therefore, it is evident that the notion of providing quality

education to all children with mild intellectual disability under inclusive settings is not a

vague one. The most important thing that we need to understand is the difference between

what to be remediated and what to be compensated with the children with mild intellectual

disability. No doubt, government of India has taken numbers of initiatives to implement

inclusive set up, but still a long path is remaining to be travelled. Although principles and

guidelines of Universal Design of advanced technology ensure that Assistive technology and

devices will be accessible for all irrespective of persons with or without special needs, a small

amount of focus has been given on consideration of cognitive deficits. Much more efforts

should be given on making people aware about how assistive technology and devices can be

used to address various challenges experienced by children with mild intellectual disability in

education. Initiatives should be taken for, development, advancement and adaptation of

various assistive technology and devices that have been invented in the developed countries

keeping in mind the Indian scenario, making it affordable to the common people, promoting

various training programmes among professionals to make them skilled and capable to deal

with multiple assistive technology and devices. If all the above mentioned issues and

challenges in AT & D use are addressed with proper care, the doorway of quality education

will be bound to remain open to all children with special needs, gifts and talents. Hence, it is

can be concluded that the assistive technology and device is a boon to promote quality

education among children with intellectual disability under inclusive settings.

References:

1. Bryant, D. P., & Brian R. Bryant. (2011). Assistive Technology for People with

Disabilities, Second Edition. Pearson Publication (US).

2. Dave Edyburn. (2000). Special education technology Practice. Volume-2, Issue- 2. Pp-

12-1, 5907 N. Kent Ave., Whitefish Bay, WI: Knowledge by Design. Inc. Publication.

3. Department of Education (2000). Sarva Shiksha Abhiyan: A Programme for Universal

Elementary Education. New Delhi, Ministry of Human Resource and Development,

Govt. of India.

4. Edyburn, D.L. (2006). Assistive Technology and Mild Disabilities. Special Education

Technology Practice. Volume- 8(4), Pp-18-28.

5. Edyburn, D.L. (2005). Technology Enhanced Performance. Special Education

Technology Practice. Volume- 7(2), Pp-16-25.

6. Edyburn, D.L. (2002). Remediation vs. compensation: A critical decision point in

assistive technology consideration (An Essay). Retrieved from- http://www.

connsensebulletin.com/edyburnv4n3.html. Accessed on 8th

January of 2015.

7. Loreman, T., Deppeler, T. and Harvey, D. (2005). Inclusive Education: A Practical

Guide to Supporting Diversity in the Classroom. New York, Routledge Falmer.

8. Kelker, K.A. (1997). Family Guide to Assistive Technology, Parents, Let’s Unite for

Kids (PLUK). Retrieved from- http://www.pluk.org/AT1.html. Accessed on-20.01.2015.

9. Roblyer, M. D. & Doering, A. H. (2010). Integrating Educational Technology into

Teaching. Allyn & Bacon publication, Boston.

10. Ramaswamy, B. (2013). Planning and Management of Special & Inclusive Education.

Kanishka Publishers, Distributors, New Delhi-110002.

11. RCI (2008). Access for All: Training Manual to Promote Barrier Free Environment,

Guidelines for Training of Trainers for Promotion of Universal Design – Second

edition. Rehabilitation Council of India, New Delhi-110016.

12. http://www.webmd.com/children/intellectual-disability-mental retardation. Accessed on

01/01/2015.

13. https://futurechallenges.org/local/searchlight/india-affordable-assistive-aids-for-the-

disabled/ Accessed on 02/01/2015.

14. http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-

overview. Accessed on 03/01/2015.

*********************************