An Analysis Of Research On The Way Assistive Technology Affects Students With Visual Impairments In Their Academic Performance When It Comes To Reading And Writing

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PENG GAOLIANG ,Emmanuel Hans ,Abhijit Ghosh

Abstract

Studies conducted by UNICEF indicate that up to 10% of children throughout the world have a specific learning disability (SLD), and the vast majority of these children are included in regular educational settings. If students with disabilities are given the opportunity to utilize assistive technology in the classroom, their chances of achieving academic success are significantly increased. It is the responsibility of teachers to ensure that students have the knowledge and abilities necessary to make effective use of the assistive technology available in the classroom. This in-depth study investigation aimed to gather the viewpoints of educators about the use of AAC for their students who suffered from SLD. For the purpose of compiling this review, researchers utilized six academic papers. According to the findings of these publications, educators are open to the concept of using assistive technology into their pedagogical practices. They regarded it as a resource that would increase their capacity to take in and recall information that was delivered in written and read formats, and they saw it as a resource that would improve their ability to do both. However, in their perspective, more training and direction was required for teachers before they could feel confident using assistive technology into their courses. Therefore, in order to help children who have SLD attain their full potential, instructors need to get specialized training and incorporate relevant technological tools into their classrooms. In the future, research should concentrate on finding the most effective ways to get teachers ready to include augmented reality (AT) into their classroom practices.


 

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