Using Assistive Technology

 All children deserve a quality education, unfortunately many children are not afforded this luxury due to the fact of a learning disability or other varying disabilities. As we know learning disabilities vary from mild- to- moderate-to- severe- to- debilitating (Nielson, 2011). As educators, it is our responsibility to make accommodations and modifications that best fit the needs of these children. Using assistive technology is an excellent way to include children with learning disabilities. Although a child may have a learning disability, the child is very capable of learning, and we just need to find and make the necessary modifications so all children will have positive learning outcomes which add to their academic success (Nielson, 2011). I found two assistive technology devices that support preschool children’s development.

The first device is a sound- field system or personal frequency modulated (FM) system. The sound- field system has a wireless microphone transmitter and ceiling or wall mounted speakers. When sound-field systems are used in the classroom they improved the audibility of the  teachers voice for all children not just the hearing impaired (Nelson, Poole, & Munoz, 2013). The personal FM system is my choice for the hearing-impaired children in preschool classrooms.  The personal FM system delivers a clear signal directly from the speaker to the child’s hearing aid or cochlear implant which reduces the noise level and improved the child listening environment (Nelson et. al., 2013). Nelson et. al (2013) stated “it is well recognized that that the acoustical environment in a classroom or other educational environment is a critical variable in the academic, psychoeducational, and psychosocial development of children with normal hearing as well as children with hearing loss and/or other disabilities” (p. 239). It can be very noisy in a preschool setting which makes speech, language and cognitive development difficult for children with hearing loss because it is hard to filter out the noise (Nelson et.al., 2013).

Research studies have shown that the personal FM systems improved attention, speech and language development, academic performance, and behavior in children with hearing loss ((Nelson et.al., 2013).  I have a child in my class that has a hearing loss and the personal FM system would be a welcomed assistive technology device.

The second assistive technology device that can be used in a preschool learning environment is Social Assistive Robotics (SAR). The function of the robot is to assist students and their daily activities. The SAR assists students in social development. Fridin (2013) explained how research studies have demonstrated the positive effects of SAR with children especially those with social disorders.  The Kindergarten Social Assistive Robotics (KindSAR) is a supportive tool that was developed for educational purposes that focus on preschool education. The KindSAR helps staff engage children in educational games for example, the robot will take on the role of storyteller (Nelson et.al., 2013). I think the KindSAR is an excellent way to engage children and to get children who may not typically participate in an activity to now engage in the activity with the robot; having a robot in the class is new and exciting.

Each of the assistive devices that I researched are culturally responsive. Both devices are designed to help children who need modifications to their learning environment (inclusion). The devices help children become active participants in their learning. Teachers can determine if the devices are effective by observing children’s responses and behaviors when using the devices, re- assessing children once the devices have been used for a period to compare the results before and after implementing the devices.

References:

Fridin, M. (2013). Storytelling by a kindergarten social assistive robot: a tool for constructive learning in preschool education. Computers & Education, 70(1), 53-64. doi:10.1016/j.compedu.2013.07.043

Nelson, L.H., Poole, B., & Munoz, K. (2013). Preschool teachers' perception and use of hearing assistive technology in educational settings. Language, Speech, and Hearing Services in Schools LSHSS, 44(1), 239-251. doi:10.1044/0161-1461(2013/12-0038