Source: Sarkar, R. (2016). Assistive technology to ensure inclusive education for PWDs: Need, challenges

and remedial strategies in Indian context. In Sreedevi, P.S. (Eds.), ICT enabled education (p. 174-183).

New Delhi: APH Publishing Corporation. (ISBN: 978-93-85876-62-2).

Assistive Technology to Ensure Inclusive Education for PWDs: Need, Challenges and

Remedial Strategies in Indian Context

By

Ratan Sarkar

Research Scholar

Ramakrishna Mission Vivekananda University,

Faculty of Disability Management and Special Education, E-mail ID:ratansarkarju@gmail.com,

Mobile No.: 08012895837 ...............................……………………………………………………………………………………………………….........................................................................

ABSTRACT

World Bank (2007) report revealed that 90% of PWDs in India do not receive any form of

education. However, the paradigm shift from exclusion to inclusion of PWDs occurred after the

enactment of the landmark legislation United Nations Convention on the Rights of Persons with

Disabilities (UNCRPD) and The Right of Children to Free and Compulsory Education (RTE)

Act, 2009, which promise to ensure education for children with disabilities in an inclusive and

enabling environment. Inclusive education as a notion ensures 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. To

promote inclusive education the role of assistive technology is imperative as it props up greater

independence by enabling PWDs to perform tasks that they were formerly unable to accomplish,

or had great difficulty in accomplishing, by providing enhancements to or changed methods of

interacting with the technology needed to accomplish such tasks. The effectiveness of using

assistive technology and devices with students who have difficulties to foster academic success

and independence is stressed in many researches (Olson, et al, 1986). 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 (Bryant & Bryant, 1998). Technology can also be the great equalizer in a classroom

with diverse learners. The present paper will highlight the need of assistive technology to ensure

inclusive education for PWDs. This paper will also explore the existing challenges and suggest

remedial strategies for utilization of assistive technology for successful implementation of

inclusive education in Indian context.

Keywords: Person with Disabilities, Assistive technology, Inclusive Education, Need,

Challenges and Probable Strategies.

“Assistive technology is a doorway to education and education is the doorway to literacy

which leads to improve the quality of life of children with special needs.”

Introduction

More than one billion people in the world live with some form of disability and nearly 200

million of those experience considerable difficulties in functioning. In the years ahead, disability

will be an even greater concern because its prevalence is on the rise. Nearly 1 in 20 of those aged

up to 14 years of age - live with a moderate or severe disability (WHO, 2011). In most low- and

middle-income countries, children with disabilities are more likely to be out of school than any

other group of children. Children with disabilities have very low rates of initial enrolment. Even

if they do attend school, children living with disabilities are often more likely to drop out and

leave school early. In some countries, having a disability can multiply the chance of a child not

being in school, compared to their non-disabled peers. For those children with disabilities who

actually manage to enter classrooms, the quality and form of schooling received - often in

segregated schools- can act to powerfully compound exclusion from the mainstream and confirm

pre-existing societal notions about disability. Tackling this severe discrimination is a matter of

urgency on several counts because this denial of the right to education robs children of the future

benefits of an education and the opportunity to access other rights - for example, by limiting

employment opportunities or participation in civic affairs later in life. It restricts full

participation in society, exacerbating exclusion, and can limit a person‟s chance of escaping

poverty. Furthermore, exclusion from the classroom marks the beginning of a lifetime of

exclusion from mainstream society. A lack of focus on educating children with disabilities is also

impacting on the chances of delivering on the international promise to achieve „Education for

All‟. As most low- and middle-income countries have massively expanded access, the gap

between the „majority‟ now in school, and the „forgotten minorities‟, is becoming increasingly

pronounced- leaving some (including millions of children with disabilities) ever more

marginalised and excluded on the peripheries of society. For example, in India almost 90% of

disabled children do not receive any form of education and children with disabilities are five

times more likely to be out of school than SC/ST children. (World Bank, 2007). However, when

a disabled child does get the opportunity to receive a quality education, doors are opened. This

enables them to secure other rights throughout their lifetime, fostering better access to jobs,

health and other services. For education to play this role as „an enabling right‟, it must be of high

quality, available equitably, built to tackle discrimination and allow each child to flourish

according to their own talents and interests.

Inclusive Education-A Key to Ensure the Right to Education for Children with Disabilities:

In recent years, human rights frameworks have begun to inform a vision for delivering on the

right to education for children with disabilities, and articulating what this might look in practice.

The 2006 UN Convention on the Rights of Persons with Disabilities (CRPD) was a milestone in

this regard. The CRPD established inclusive education as the key mechanism to deliver the right

to education for children with disabilities. Inclusive education systems can be defined as all

children learning together in mainstream classrooms in their locality or community, irrespective

of the different range of abilities and disabilities, with teaching methods, materials and school

environments that address the needs of all learners. Inclusive education systems are grounded in

a rights-based analysis, which can empower learners, celebrate diversity, combat discrimination

and promote more inclusive societies. This can be a powerful tool in addressing inequalities. It

can also tackle discrimination by challenging widely-held attitudes and behaviours- helping us to

celebrate and embrace the diversity in our societies. Furthermore, the creation of inclusive

education systems is fundamental to achieving better quality in education and realising the

human rights of all children. Inclusive education can raise the quality bar across education

systems, by using strategies that cater for naturally diverse learning styles of all students, whilst

accommodating the specific learning needs of some students. However, the current challenges

faced by children with disabilities in realising their right to education remain profound.

Besides poverty and prejudice, the lack of access to assistive technology, as well as inaccessible

transport and school environments are major barriers, which restrict children with disabilities to

access education. Article 7 of the Convention on the Rights of Persons with Disabilities (CRPD)

obliges States Parties to take all necessary measures to ensure the full enjoyment of all human

rights and fundamental freedoms by children with disabilities on an equal basis with other

children. In addition, the CRPD in several other articles also recognises the importance of access

to assistive technology and urges Member States to ensure its availability at an affordable cost.

Assistive technology has been found to be the first step for any next steps: for a child with a

disability to play with other children; go to school and be educated; and to become a successful

citizen and contributing member of society.

Assistive Technology & Inclusive Education- Understanding the Interdependence:

Assistive Technology (AT) may be a device or a service. According to the Assistive Technology

Act of 2004 AT service is what helps an individual with disability select, acquire, or use an

assistive technology device. AT is used to increase, maintain, or improve the capabilities of a

student with a disability (Dell, Newton, & Petroff, 2012). Assistive Technology as an

educational aid helps the students with disabilities involve in the regular curriculum, academic

assessments and accomplish their educational goals at ease like their counterparts. The British

Assistive Technology Association (BATA, 2011) focusing on assistive technology for inclusion

in education, proposes the following definition: “AT is any item, equipment, hardware, software,

product or service which maintains, increases or improves the functional capabilities of

individuals of any age, especially those with disabilities, and enables them more easily to

communicate, learn, enjoy and live better, more independent lives.” Assistive technology is the

key to making educational environments inclusive and enabling for individuals with significant

disabilities. This type of technology is considered a powerful tool for inclusion. This statement is

also supported by Rocklage, Gillett, Peschong, and Delhorey (1995), when they wrote:

“….technology in the area of assistive technology is critical and can facilitate the support and

full participation of an individual in daily tasks and activities.” The primary aim should be to

allow children with disabilities access to assistive technology which meets their needs and

provides for maximum participation in social and educational environments (Wilds, 1989).

Without technology supports and accommodations, many students with significant disabilities

cannot take full advantage of their education in inclusive settings and without the opportunities

for interactions found in inclusive settings; students cannot truly demonstrate their abilities

(Rocklage, Gillett, Peschong, and Delohery, 1995). Thus, assistive technology and inclusion go

hand in hand.

Need of Assistive Technology (AT) for Inclusion of PWDs:

The need and effectiveness of using assistive technologies with students with disabilities to

foster academic success and independence is stressed in many researches (Olson, Foltz & Wise,

1986; MacArthur, Schwartz & Graham, 1991; Bryant, Smith & Carter, 1997; Bryant & Seay,

1998). It was also found that assistive technologies are not only used for remediation but also

these technologies can provide compensatory alternatives which circumvent deficits while

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

1996; Bryant & Bryant, 1998). The diverse need and importance of AT for promoting inclusive

education for students with disabilities are highlighted below-

1. 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.

Assistive technologies have great potential in providing access for all learners. Through the

use of a variety of AT, students with disabilities can have the ability to access the general

curriculum. When AT is appropriately integrated into the regular classroom, students are

provided with multiple means to complete their work.

2. AT 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.

3. AT helps teachers to adapt instruction for every individual by changing one or more aspects

of the material being taught, such as the method, amount, evaluation, assistance,

environment, and material. Thus AT enables teachers to meet the instructional needs of each

learner and work with more numbers of students with disabilities at one time in classroom

more effectively.

4. AT promotes greater independence by enabling student with disabilities to perform tasks that

they were formerly unable to accomplish, or had great difficulty in accomplishing, by

providing enhancements to or changed methods of interacting with the technology needed to

accomplish such tasks.

5. 15 to 20 percent of total general population needs some types of cognitive task assistance. A

large population of „at risk‟ students are in need of cognitive assistance. They do not any

extra receive assistance because they do not easily fit into any diagnostic profile. If AT is

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

school.

6. Teachers often find that most students with disabilities, who are drawn to assistive

technology and devices, are more motivated and confident to work as they get to use a

technology device in the classroom.

7. Technology can be the great equalizer in a classroom with diverse learners. Even parents of

students with disabilities report that when their children with challenges or disabilities use

technology, they are seen as more capable by peers.

8. Children with physical disabilities with poor IQ have more opportunities to participate and

achieve success in inclusive classrooms with the help of modified assistive technologies.

9. Students who spend time in mainstream classrooms can use technology to bridge the

expectations and demands of each, such as by using a device to record lectures for playback

later.

10. Assistive technologies enable teachers to present the leaning contents through multiple ways

before the students and provide students multiple opportunities to express their leanings or

knowledge for evolution and it ensure students‟ active engagement in class with varied

means. Thus, AT helps to implement the principles of universal design for learning in

classroom which is essential for the successful implementation of inclusive education.

11. Assistive technologies help to create user-friendly environments which in turn will endorse

increased self-motivation, increased independence, integrated and required participation,

accountability, expanded learning and life experiences, new opportunities for interactions and

communication, and changed vision of potential by adults, peers and child.

Challenges and Remedial Strategies for AT Use

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 to ensure inclusive education for

children with disabilities. The challenges that are in common in AT use and the strategies to

address them are given below-

1. Teacher and Student Attitude: Some students with disabilities 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 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. This must be a

matter of great concern.

2. Demand 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.

3. 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. However, 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 to produce need based assistive technology and device and supply at

reasonable price so that common people, especially poor students with disabilities also can

utilize these when they need.

4. Lack of Information about the Availability of Assistive Technology and Device: 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 raise awareness about the

availability of AT among students with disabilities, their parents, teachers and other service

providers.

5. Lack of Products: In India, there is no production of assistive products- or production

occurs on a small scale. It is small not only in terms of quantity, but also in terms of the

range of types, models and sizes of the products. Limited access to the materials and

equipment needed to produce assistive products can hamper production. Market-related

factors can also limit production. Limited awareness of assistive technology or purchasing

capacity leads to a limited demand. This results in few incentives to engage in production.

Local production may not be cost-effective where local markets are small. Moreover, duty

and import taxes associated with assistive technology can discourage. Therefore, initiatives

should be taken to increase the production of AT maintaining its quality and capacity to

meet the needs of diverse children with disabilities by addressing the challenges that hinder

its production.

6. Training of the Students and Teachers: 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 to train all teachers on how to use various assistive

technology and devices so that they can help students with disabilities to get the best use of

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

7. 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, each and every technology and devices (for public use)

should be developed incorporating the principles of universal design to ensure that the

technology is accessible to all people including individuals with disabilities without any

adaptation or specialized design.

8. 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 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.

9. Adopt Legislation, Policies and Strategies: Lack of proper legislations, policies, and

strategies is another hindrance to AT use for students with disabilities in schools. Therefore,

provision of assistive technology use to students with disabilities is to be incorporated into

existing or new legislation, strategies and policies. These documents also need to address

issues of physical and cognitive accessibility to assistive products and services, as well as to

public in- and outdoor environments and facilities. It is important that children can use their

assistive technology in their homes; to and from school; in school; in playgrounds; and in

other public environments.

Conclusion Assistive technology benefits all students with or without disabilities. Every teacher knows that

every student deserves and has the right to a quality education in an enabling and inclusive

environment. However, it takes time, effort, and fund to implement strategies above and beyond

traditional classroom instruction to ensure the same. Even though there are barriers to

implementing AT, teachers should keep in mind that even if it can help only one student with

disabilities in a classroom, the extra effort can make all the difference to that one „Special‟ child.

It may mean that he or she is able to participate in a learning activity or practice, a skill he/ she

never thought possible. Furthermore, when children with disabilities do get the opportunity to

receive a quality education, doors are opened. This enables them to secure other rights

throughout their lifetime, fostering better access to jobs, health and other services. For education

to play this role as „an enabling right‟, it must be of high quality, available equitably, built to

tackle discrimination and allow each child to flourish according to their own talents and interests.

This would only be possible through the integration of advanced assistive technology in

mainstream education system in an appropriate and required way.

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