Distinguishing Between Assistive Technology and Augmentative-Alternative Technology- A Comparative Analysis

Distinguishing Between Assistive Technology and Augmentative-Alternative Technology- A Comparative Analysis

Augmented reality (AR) is a technological advancement that has started to increase its traction in different fields and areas in recent years, including education. Köse and Güner-Yildiz (2021) define augmented reality (AR) as a method of connecting digital data, statistics, and information with the physical world by superimposing digital content—such as images, computer-generated text, audio, and video—on top of the people’s perception of the actual or real world. Augmented Reality (AR) merges the operator’s immediate physical world with computer-generated digital information and content to create a single, comprehensible insight that they may interact with at the same time. With augmented reality (AR), one can rotate, magnify, or reduce a visible digital object. They can even move it around to view it from an alternative angle. AR is a user-friendly technology that can be applied to everyday tasks, including education. According to Köse and Güner-Yildiz (2021), in education, AR plays a significant role in that it is used to complement and enhance traditional ways with augmented content such as 2D or 3D graphics, animation, text, video, or audio. Further, AR is widely used to teach social and communication skills as a screening/diagnostic tool, learning resource, and other support aids in educating individuals with special needs.

Numerous changes in schooling have impacted the delivery of AT services during the last few decades. The trend used in inclusive classrooms, settings, and environments when teaching students with disabilities, the improvement of educational technology through accessibility features in most technology platforms, and the shift toward more individualized student instruction and support are among the noteworthy changes, according to DeCoste and Bowser (2020). Three specific educational approaches that have been found to have a substantial impact on AT services are Universal Design for Learning (UDL), Response to Intervention (RTI)/MultiTiered Systems of Support (MTSS), and Differentiated Instruction (DI)/Personalized Learning. The manner in which AT services are delivered is also impacted by shifts in the student body, the widespread and increasingly universal use of educational technology, and the fuzziness of the distinctions between AT and instructional technology (IT). Assistive technology does not provide a cure or complete elimination of learning issues. However, it can assist a child with learning to reach their full potential by enabling them to use their strengths and overcome areas of difficulty. For instance, a student who encounters challenges in reading but possesses proficient listening abilities could derive advantages from engaging with audiobooks.

Over the past few years, assistive technology has grown significantly in the field of education. This has been the case for both conventional and special education classes and children. The primary driver of the increase in special education pupils can be attributed to a significant increase in legal precedent that gave these individuals equal access to technology in the classroom with students who are able-bodied as they are at last gaining ground in their battle for educational equality thanks to legal documents like the Sustainable Development Goals 2030, the Global Report on Disability, the Convention on the Rights of Persons with Disabilities, and the Global Disability Action Plan 2014–2021 (Visser et al., 2020).

Not all recent technical advancements have the same profound effect on the field of education, both generally and specifically in special education, as assistive technology. Technology, like AT, is only now beginning to respond to Augmented Reality (AR), which is still in its infancy as a teaching aid. Virtual Reality (VR) and Augmented Reality (AR) share many technological characteristics. However, AR makes educational content more easily accessible and available to schools by allowing digital, video, and audio content to be seamlessly integrated with existing structures (walls, ceilings, floors, screens, and similar devices). This allows students to study and learn from immersive content without moving around, which is a common drawback of VR systems (Carreon et al., 2020).

The only real issue encountered in these two exciting and rapidly developing educational options is the high expense of some of the equipment required to access and operate specific types of augmented reality (AR) or artificial intelligence (AT). When it comes to educating their pupils, many schools and school systems worldwide lack the resources necessary to keep up with the high expense of remaining on top of or ahead of the technology curve. Even if there is undoubtedly more of an international issue with this than a domestic one, financial difficulties nonetheless affect students in this nation. One positive thing COVID-19 accomplished was bringing attention to the disparities in funding and technology nationwide. This awareness enabled many underfunded places to identify strategies to bridge the digital divide. There is always room for improvement in this area, but even a small amount can help, provided it ignites a chain reaction of support rather than acting as a temporary light show that fades away as soon as viewers leave.

Finally, on a smaller but no less significant note, teachers must possess the training required to offer their students the support they need to match them with the appropriate devices, manufacturers, and applications that can best address their unique needs and disabilities. In addition, educators must possess the most appropriate functional knowledge to effectively instruct their students on different and straightforward methods of utilizing assistive technology (AT) and/or augmented reality (AR) devices in diverse situations encountered and in their personal lives. This ensures that each child receives a higher-than-average likelihood of achieving success within an inclusive educational setting, thereby granting them an equitable and impartial opportunity to receive education alongside their peers in a conventional classroom setting. Even if it is the ultimate objective in this case, failure is not always defined by anything less than that. The best way to use the issue’s parameters is to show how successful the learning scenario was and how the student’s overall interactive environmental experience turned out to be. These figures will generally indicate the child’s position on the continuum of proximity to a life experience that holds educational value. This information will contribute to the formation of the concept of success or failure and enable the educational team to make necessary adjustments to the student’s assistive technology (AT) and/or augmented reality (AR) implementations, thereby facilitating progress. Special education does not have a set of universally applicable parameters nor a limited experience. In the best-case scenario, it’s a deliberate process of trial and error that occasionally requires making several incorrect turns before the correct one emerges. In the worst-case scenario, it is essentially a guessing game. In this traditional carnival game, educators strive to get the maximum possible success rate by learning from each encounter and progressively gaining knowledge of the technologies and their applications.

References

Bouck, E. C., & Long, H. (2021). Assistive technology for students with disabilities: An updated snapshot. Journal of Special Education Technology, 36(4), 249-257.

Carreon, A., Smith, S. J., & Rowland, A. (2020). Augmented reality: Creating and implementing digital classroom supports. Journal of Special Education Technology, 35(2), 109-115.

DeCoste, D. C., & Bowser, M. G. (2020). The evolving landscape of assistive technology in K-12 settings. Assistive Technology Outcomes & Benefits, 14(1), 94-110.

Individuals with Disabilities Education Act, 20 U.S.C. § 1400. (2004).

Köse, H., & Güner-Yildiz, N. (2021). Augmented reality (AR) as a learning material in special needs education. Education and Information Technologies, 26(2), 1921-1936.

Taylor, M. S., Lohmann, M. J., & Kappel, A. (2022). Using assistive technology to support science instruction in the inclusive elementary classroom. Journal of Special Education Technology, 37(1), 143-150.

Visser, M., Nel, M., De Klerk, M., Ganzevoort, A., Hubble, C., Liebenberg, A., … & Young, M. (2020). The use of assistive technology in classroom activities for learners with motor impairments at a special school in South Africa. South African Journal of Occupational Therapy, 50(2), 11-22.

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You will choose 3 peer-reviewed research articles related to assistive technology and augmentative/alternative technology to write a paper distinguishing between the varying use of assistive and augmented/alternative technologies. You will differentiate between the use of each in terms of services and how these are addressed on an IEP. Additionally, you will report on 1 current issue in the field of special education related to assistive technology and augmentative/alternative technology based on the findings in the literature. Finally, you will offer recommendations based on the research to resolve the issue.

Distinguishing Between Assistive Technology and Augmentative-Alternative Technology- A Comparative Analysis

All articles must be current (5 years or less). The 3-4-page paper will include a title page, abstract, and reference page (not included in the page count). A minimum of 6 citations must be included and must be paraphrased and/or summarized. Include current APA format headings for the organization.