1. The Role of Assistive Technology
Inclusive Education
The Role of Assistive Technology
Ghana Education Services Special Education Division,
Ministry of Education, Science and Sports,
Accra, Ghana
December, 2007
Mary Hooker
Education Specialist
Global eSchools and Communities Initiative
Dublin, Ireland.

2. What is Assistive Technology?
Assistive Technology (AT) includes a range of technologies, which enable people to build on their abilities and participate as fully as possible at home, school, work and in their community.

3. What does Assistive Technology mean?
AT is used to describe both the products and the services for people with special needs.

4. AT Products
The term ‘assistive technology device’ means any item, piece of equipment, or product system (whether acquired off the shelf, modified, or customized) that is used to increase, maintain or improve the functional capability of an individual with disability.

5. AT Services
The term ‘assistive technology service’ means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.
Individual with Disabilities Act of 1990 (IDEA) P.L

6. AT Range
The AT definitions are flexible and open many possibilities for what the products and services of assistive technology can be.
They do not imply that assistive technology must include computers, or that it must be expensive, or that it can only be prescribed.
Assistive technology is essentially a very broad field and may range from the very simple to the very complex

7. What are the types of AT devices?
AT may be organized into a system of low-tech, medium-tech and high-tech tools and strategies that match a person’s needs, abilities and tasks.
Learners/ teachers/parents pick and choose from the system the appropriate tools for the situation

8. Low-tech
refers to unsophisticated devices and largely non-electronic devices, many of which can be produced from local materials, such as:
pencil grips
book holders
texture boards
reading stands
educational toys and games

9. Low-tech cut-out pictures jigsaw puzzles sign language natural gesture
facial expression
body language
bowl

10. Medium-tech
devices are more complicated, many of which can be manufactured locally, such as :
hearing aids
speech trainers
Braille paper and styluses
tape recorders
magnifying reading glasses

11. High-tech
devices involve the use of sophisticated communication and environmental control systems that are electronically based.
increasing variety of methods of adapting the computer through the use of special needs peripherals and/or software

12. Peripherals Some keyboard alternatives
Input or Output devices
Other non-standard devices
Benefits
Keyboard
Concept Keyboards
Physical, visual and cognitive access
Overlays allow for pre-programmed, words, symbols, pictures
Additional features include key guards, alternative overlays, switch access
Large keyboard
Keys that are up to four times the size of standard computer keys
Can be useful for students with visual difficulties or limited hand function.
Available in multi-colour, plain white, ABC or Qwerty format.
Some have speech feedback, permitting students to talk and work at the same time.

13. Peripherals Some screen alternatives/enhancers
Input or Output devices
Other non-standard device
Benefits
Screen
Touch screen
Ideal for students who cannot understand the relationship between the mouse or the keyboard and movement on the screen.
Instead of using a pointing device such as a mouse, the student can use their finger to point directly to objects on the screen.
Also suitable for those who find it hard to manipulate a mouse or other pointing devices.
Braille display
Replaces the computer monitor and is often augmented with Speech Output Systems
A line of Braille cells gives a tactile representation of the computer’s text output

14. Peripherals Some pointing options
Input or Output device
Other non-standard device
Benefits
Pointing devices
Roller balls
Stationary, requires little operating space
Slows down movement of cursor buttons
Joysticks
Students with limited hand function can find them easier to use
Dampens down random motion s the movement of the pointer will be less erratic
Switches
Can be operated by any area of the body (e.g. hand head)
Allows user to operate a computer or other electrical device
Touch pad
Alternative to conventional mouse
Useful for people with fine finger control but lack gross movements

15. Software categories Software Benefits Concerns
Reinforcement (drill and practice)
Helps develop skills and reinforce concepts and knowledge
Provides practice on learned skills
Gives immediate feedback/ non judgemental
Should complement teaher instruction, not replace it
Skills are often presented in isolation from classroom themes and planning
Interactive books Electronic books which bring stories to life
Cater for a range of levels (Non-readers to older students with reading difficulties
Links written word with spoken words
Gives students opportunity to practice reading same text more than one time
Edutainment value v Educational value

16. Content-free software
Benefits
Content free software allows teachers to design own content - text and graphics
Can be used in many areas of the curriculum
Teachers can develop materials to meet individual needs of students
Help students overcome barriers to learning
Word Processing Programmes enable production of a wide range of products
Student can express themseles
Spellchecker allows concentraion on content
Relieves pressures that face students with learning dfficulties
Talking Word Processing Programmes
include in-build speech synthesizer
Allows students to monitor their work
Brings writing to life - auditory feedback links written word to spoken word
Auditory feedback assists students in correcting spelling, grammar and syntax

17. Content-free software
Benefits
Word Prediction Software runs in conjunction with word processor and suggests words as text is entered - as soon as a user types first letter of a word, a list of words beginning with that letter appear
Suggests words so students can concentrate on context rather tan spelling
Remembers words that student uses most frequently
Word Bank Programmes allow the teacher to input lists of words the student has particular difficulty with - topic words, lists of nuns, verbs, adjectives, adverbs, sentence starters etc.
Teacher can choose words that individual students have difficulty with
Students can concentrate on context rather than spelling

18. Content-free software
Benefits
Planning and organising software helps struggling students visually organise their ideas - can be used for brainstorming, outlining, prewriting, diagramming and concept webbing.
Ideal for students who think in pictures rather than words (visual learners)
Spellchecker allows concentration on content
Relieves pressures that face students with learning difficulties
Desktop Publishing/Art & Design Applications include a wide range of writing and drawing tools that can be used to draw a picture, write a story, create a newsletter etc.
Individualise for students by adding or removing tools
Professional results help struggling students gain confidence

19. Software categories Software Benefits
Study Skills Software assists students in developing the necessary skills needed for efficient study
Enables students to independently develop their own organisation and study skills strategies
Provides students with direct instruction and practice in developing these skills
Assessment software used to assess student attainment and identify learning difficulties
Can be helpful in early identification of learning difficulties including dyslexia
Results can be used to individualize instruction and develop individual education plans
Progress can be monitored on a regular basis

20. Access tools software Optical Character Recognition Programmes
Reads a text on a page
Converts it to digital format
Scan/Read software
Allow scanning from any book
Display on-screen version of printed material
Screen readers
Read back text from any programme
Highlight text as spoken
Read downloaded pages from internet, s, text scanned
Screen magnification systems
Increases size of text or image displayed on the monitor
Only prt of the screen can be seen at any one time
Voice recognition software
Allows dictation of written assignments, notes etc.
Vocabulary must be developed for software by the user
Switch Access Software
Used by many students with physical disabilities who are unable to use a mouse or keyboard due to limited manual control

21. Accessibility
All OS have built-in options to support students with special needs
Options allow user to adjust keyboard response, mouse movement and screen appearance
Features have been designed to support the needs of those with hearing, visual, physical/motor and learning difficulties
Before looking at specialised solutions, check accessibility built-in options for effective utilization

22. AT not a fix for impairment
Pupil's impairment should be accepted as normal to that person
Technology attempts to provide an alternative or compensatory approach that works around the impairment
AT sometimes called work-around technology

23. AT and Inclusive Education
AT will be more likely accepted if it is seen to contribute to the achievement of relevant and identified educational goals
Goals should be set in accordance with individual’s needs, differences and abilities
Learner may need support to achieve goals at a slower pace
AT interventions should not create unrealistic expectations of what learner can achieve
Information on AT sourced principally from the Irish National Centre for Technology in Education NCTE website – and Bassi, 2007

24. AT Utilization and Production Lynch, 2007
How are they used?
Can we generalise them across disability?
Use symbols for hearing impaired and learning disabilities or speech conditions?
How easy is it to make them?
Who should make them?

25. AT and Curriculum Access Lynch, 2007
How can AT help children with disabilities access the curriculum?
E.g. Braille books, large print, symbols, increasing font size on the page, using low vision aids to read books.

26. AT, Assessment and IEPs Lynch, 2007
Planning where AT can be used to help a child learn.
What are the implications of assessing a child and recommending AT if none are available?

27. Low-tech V high-tech
Low-tech solutions often more effective and easily integrated
High-tech solutions have enormous potential, yet require
careful assessment/ judgement for ‘fit’ with individual
require considerable specialist training and support to be effective
can be prohibitively expensive

28. ICT Based Solutions for SEN in Ghana Casely-Hayford and Lynch, 2003
Capacity Building
Build capacity for the Material Resource Centre Accra to become a key institution for the supply of AT into both mainstream schools and special schools
Develop capacity for AT production in Ghana by firms in the country in the form of:
low to medium-cost materials development beyond Braille books
equipment to assist children with physical disabilities

29. ICT Based Solutions for SEN in Ghana Casely-Hayford and Lynch, 2003
Resources Centres and Special Schools
Establish fully equipped and staffed assessment centres outside of Accra, and Kumasi.
Provide all of the 110 teacher resource centres in every district in Ghana with AT and technical advice in order to assist teachers.
Special schools and institutions should be restricted to children diagnosed as having a Profound/Multiple Learning Disabilities.

30. ICT Based Solutions for SEN in Ghana Casely-Hayford and Lynch, 2003
Itinerant teachers
Build capacity of graduates in special education as itinerant teachers to school clusters in the districts where mainstreaming is intensively being focussed
to support individual students
to work with whole classes, classroom and teachers.

31. ICT Based Solutions for SEN in Ghana Lynch, 2007
Another example of a recent initiative between Sightsavers and Dolphin to produce a screen-reader on a USB that third-level students can use on any PC. I think a few students at the University of Ghana are using these USP pens.

32. ICT Based Solutions for SEN in Ghana Casely-Hayford and Lynch, 2003
On-line Support
Develop ODL training for University and teacher training college levels on the fundamentals and implementation of assistive technologies
Link with free online courses such as the NCTE, Ireland which has 7 online courses of 20 hours each for ICT & Special Needs:
The Basics
Learning Support
Mild Learning Disabilities
Moderate/Severe/ Profound Learning Disabilities
Deaf/Hard of Hearing
Introduction to ICT and Visual Impairments
Autistic Spectrum Disorders

33. ICT Based Solutions for SEN in Ghana Casely-Hayford and Lynch, 2003
Special Courses
Train teachers in Assistive Technology usage through regular training programmes organised by the SpED with the support of outside agencies
Call on private sector ICT training companies to provide initial In-Service training in how to use computer software to teach or supplement curriculum areas in SEN

34. ICT Based Solutions for SEN in Ghana Casely-Hayford and Lynch, 2003
Community Based Rehabilitation
The Integrated Education Project (IEP) was set up by Sight Savers, Ghana in collaboration with the SpED and the Ghana Society for the Blind (GSB)
Programme success generated through the Community Based Rehabilitation (CBR) model:
funds for an itinerant teacher to visit the school
provision of free classroom materials (e.g. books in Braille) and regular eye treatment
capacity building to enhance teacher skills in monitoring and evaluating progress

35. Technical knowledge on how to use it
Issues around AT
Cost
Technical knowledge on how to use it
Level of support, loss and breakage.

36. AT provision where there are few resources – 3 approaches
As special schools become decongested, develop a new role for the schools as outreach centres of advice and ideas for teachers in ordinary schools –
Centres with dedicated staff who have theoretical knowledge and practical expertise in the areas of curriculum, assessment and teaching methods in special education and the development, utilization and monitoring of AT technologies (Special School Approach).
Twinomugisha, 2007

37. AT provision where there are few resources – 3 approaches
Develop a decentralized dedicated network of resource centres or special units linked to regular schools or school cluster zones (Resource Centre Network Approach)
Twinomugisha, 2007

38. AT provision where there are few resources – 3 approaches
Developing a full IE setting where the AT is deployed in the regular classroom (School Based Approach).
Twinomugisha, 2007

39. AT provision where there are few resources – 3 approaches
A combined approach?
Twinomugisha, 2007

40. References
Bassi, R How can ICT help people with disabilities? Dublin: GeSCI (Internal document)
Casely-Hayward, L. and Lynch, P A Review of Good Practice in ICT and Special Educational Needs for Africa. London: Imfundo/DFID
Enabling Technology. (Homepage). [Online]. Available from: [Accessed 21 October 2007]
Individuals with Disabilities Act 1997 [Online]. Available from: [Accessed 14 November 2007]
Morrison, K Implementation of assistive computer technology: A model for school systems. International Journal of Special Education. 22 (1), pp83-95
National Centre for Technology in Education [Online]. Available from: fromhttp:// 14 November 2007]
Twinomugisha, A. 26 November Re: Financing IE where there are few resources. Educationist Group [Online Discussion List]. Available from: Gesci [Accessed 28 November 2007]
UNESCO Press Conference on Inclusive Technologies for Persons with Disabilities [Online]. Available from UNESCO < [Accessed 20 October 2007]

41. Resources Group discussion 1
The topic of resources is a very emotive one when inclusion is being discussed. Many people argue that they ‘cannot do inclusive education because we do not have enough resources’.
What are the resource barriers to inclusion?
What resources do we have within ourselves and our communities? CBR, Special Schools, National, District and School Cluster Resource Centres
What is needed?
What are the options?
How can they source funding through the Education Sector Plan?

42. Resources
Group Discussion 2
Case Study
Kwame is 7 has low vision, goes to local school, unable to see blackboard, finds it difficult to read normal size print, enjoys maths, etc.
Work out a plan on the use of Assistive Technology that helps Kwame integrate into the class.