Issues in Assistive Technology

Issues in Assistive Technologies and Distributed Learning

Jimmy E. Hernandez
Northern Arizona State University

Issues in Assistive Technology

Abstract
This paper will be discussing and examining current research on issues in
assistive technologies (ATs) in relation to distributed learning. In special
education, educational technology falls in the category of what is most
commonly referred as assistive technology. Hence, this paper will
specifically discuss the issues of designing and developing effective
distributed learning systems that align with ATs for students with disabilities.
In conjunction with the issues, the paper will seek to provide solutions on
how to effectively design and develop distributed learning systems in order
for students with disabilities to enter postsecondary education and
successfully complete degree programs. Lastly, several authoring tools will
be discussed that can serve as extensions of ATs. These authoring tools
serve as accommodations and solve issues of designing and developing
effective distributed learning systems for students with disabilities.

Issues in Assistive Technology

Assistive Technologys Impact in Special Education

Assistive Technology (AT) is defined as any technology that allows an
increase, maintenance or improvement of the functional capabilities of an
individual with a disability (Morrison, 2007). Through the use of AT,
students with disabilities can have equal access to learning (Morrison,
2007) while ultimately increasing the number of students attending
postsecondary education institutions. Historically speaking, the number of
students with disabilities entering postsecondary education has been
minimal. Given emerging technologies and the proliferation of online learning
degree programs, such is no longer the case. In Analysis of Assistive
Technology, R.A Stodden et al. (2006) explain that despite the increase in the
number of individuals with disabilities attending postsecondary institutions,
those completing degree programs continues to lag behind that of
individuals without disabilities. Furthermore, R.A Stodden et. al report that
research indicates that the provision of services and reasonable
accommodations (AT being one type of accommodation) facilitates the
successful completion of postsecondary education for individuals with
disabilities (2006). With the prevalence of distribute learning and increased
accessibility of higher education to students with disabilities, how to
appropriately use AT presents additional challenges for all stakeholders

Issues in Assistive Technology

involved. Issues lie in how to effectively design and develop delivery

systems that harness the power of AT.
Issues in Design and Development
As delineated in the article, Making Online Learning Accessible with
Students with Disabilities, distributed learning or online environments
prominent features allow students to receive content in multiple ways.
However, given the use of traditional approaches by teachers of online
environments, low participation rates of students with disabilities in online
learning are a result of the accessibility challenges these environments pose
to students with disabilities, especially those who require accessible
instructional materials (Hashey & Stahl, 2014). As stated in the article,
Distance Learning and Disability Access: A Success, careful consideration of
the delivery system and media selection that are compatible to AT is
necessary. Moreover, material development must be done with attention to
the individual needs of students with disabilities (Persichitte et al., 2000).
Vital to the development and design of distributed learning systems is that
designers and developers understand the issues and barriers that students
with disabilities face when participating in online learning. Crow notes that
stakeholders, particularly designers and developers, must account for these
challenges by considering how four types of disabilities impact students in
their online learning, namely, Visual Impairments, Hearing Impairments,
Motor Impairments, and Cognitive Impairments (2008).

Issues in Assistive Technology

Students with visual impairments face difficulties in accessing the web

because the majority of web sites rely heavily on graphical content and
written text in order to present information (Crow, 2008). Thus, when
developing distributed learning systems, one must consider how to create
instructional websites that address the needs of students with total
blindness, low vision, and color blindness. Additionally, it is critical that
online materials are accessible to these types of learners. On the other
hand, students with hearing impairments will struggle in participating in
online learning environments that present auditory information. Developers
and designers must embed real-time captioning into audio content. Students
with motor impairments experience difficulties accessing computer
keyboards and other devices and require ATs in order to participate in online
learning. Lastly, students with cognitive impairments mostly battle with
accessibility issues in online learning as web designers fail to incorporate the
functional disability characteristics of these learners. It is recommended
that stakeholders consider the utilization of AT in their web designs (Crow,
2008)
Authoring Tools as Types of Assistive Technologies
Email
Email facilitates collaborative activities to occur between learners.
According to Lee (2001) email collaborative activities allow process and
product assessments that connect with various content areas and real-life
issues with no prescribed answers. By using email, the process of

Issues in Assistive Technology

collaboration and constructing meaning out of learning is enhanced; thus,

equating to effective instruction based on constructivism. Students with
disabilities, particularly those with hearing, visual, and cognitive
impairments, can be provided with the scaffolding necessary to be full
participants in online learning. Students with motor impairments can also
engage in the collaborative process given designers and developers provide
audio-to-text capabilities in email.
Podcasting
Podcasts are audio, video, text, and other media files that can be
played on the computer or downloaded to MP3 players (Sprague & Pixley,
2008). Podcasts can be used as learning tools in distributed learning
systems. Having podcasts will specifically meet the needs of students with
visual impairments and cognitive impairments by allowing to listen, replay,
and review key concepts. Another way to support instruction is for teachers
to create their own podcasts. Teacher-created podcasts can be used for
multiple purposes such as instructional scaffolding and review of material
purposes. While podcasts created by teachers are beneficial, student-created
podcasts unleash the real power of podcasts (Sprague & Pixley, 2008).
Having students create podcasts teaches students to do research, to
communicate successfully, to speak effectively, and to grab an audiences
interest with sound (Sprague & Pixley, 2008). Additionally, it provides
another way for students with disabilities to demonstrate their learning as an
alternative method of assessment.

Issues in Assistive Technology

Wikis
The article, Wikis and Collaborative Knowledge Construction,
delineates how wikis play a role in instruction of students. Wikis are a
variety of dynamic Web pages that can be edited using Web browsers
(Caverly & Ward, 2008). Examples of wikis include Wikipedia, Wikispaces
and Blackboard group features, which allow a group to collaboratively
construct a document online by subscribing and then editing multimedia
using simple text editors, Tags, RSS (Read Sample Syndication), feeds, and
full-page editing (Caverly & Ward, 2008). Research has shown that the
implementation of wikis changes how students construct meaning. Students
are encouraged to construct knowledge through reading and editing text,
adding tags to classify meaning, and participating in a learning community
where the group coconstructs knowledge (Caverly & Ward, 2008). Indeed,
wikis can provide students with cognitive impairments opportunities to
construct meaning with the help of other learners.
Webcasting
With infinite possibilities, webcasting serves many instructional
purposes. As cited by Reynolds et al., webcasting has been defined as
broadcast video, live or on-demand, using streaming technology across the
World Wide Web to offer the ability to deliver good quality imaging within
any chosen learning environment (Reynolds et al., 2008). Webcasting can
also provide opportunities for students to have access to pedagogicallydesigned content anywhere and anytime. As the Reynold et al (2008) point

Issues in Assistive Technology

out that webcasting tends to be constructivist in its pedagogy, it disperses

content that is student-centered. Designers and developers should ensure
online educators have the capability of harnessing the power of webcasting
in order to accommodate the distinct learning needs of students with
disabilities. Students with disabilities can use webcasting to interact fully
with content material while it provides the necessary accessibility required
for them to master the course content.
Virtual Environments
Multi-user virtual environments (MUVE) present educators to support
instruction with unique educational possibilities. MUVE are threedimensional worlds where learners create objects, test ideas, and
collaborate with others and engage learners as they psychologically
immerse themselves in these worlds (Lamb & Johnson, 2009). As part of
MUVE, users create an avatar or a 3D representation of himself/herself and
enter computer-based locations. An example of how MUVE can be
incorporated to support instruction is evidenced by the many re-creations of
historical sites that allow students opportunities to research and explore
history like never before. Not just in history but MUVE can be used in subject
areas such as math and science by students exploring the spread of viruses
to examining the physics of moving objects or entering artificial
ecosystems to study the interaction and growth of plants and animals
(Lamb & Johnson, 2009). In short, the uses of MUVE across the curriculum
are many as they give creative options for educators to facilitate the learning

Issues in Assistive Technology

of students. Conversely, students with disabilities, especially those with

cognitive impairments, can engage in online learning at the highest level
given the multimedia nature of MUVE.
Summary
The challenge of designing and developing distributed learning
systems that address the specific needs of students with disabilities must be
solved. First, developers and designers must consider and understand the
issues and challenges face by students with disabilities in distributed
learning systems. With such understanding and knowledge, they must
develop and design online learning environments that have authoring tools
that act as or align to AT.
As observed in my current educational setting, students with
disabilities who are deficient in high school credits are enrolled in Credit
Retrieval courses and use GradPoint, an online delivery system. The online
program is prescriptive in nature, with no multimedia features and only the
feature of text-to-audio is available. It is obvious why these students remain
deficient in credits as no consideration of AT and appropriate design that
addresses their unique learning needs are noted.
As outlined by this paper, AT is critical in order for students with
disabilities to have equal access to online learning. Cutting edge technology
is truly revolutionizing the classrooms of the 21st century. Web browsers are
the platform for most of the electronic applications such as email and
podcasting that are strengthening the process of learning. Webcasting and

Issues in Assistive Technology

10

virtual environments possess endless possibilities in how educators instruct.

But without overcoming some of the challenges discussed, we will continue
in mediocrity and never tap into the true power of constructivist principles,
where all
students, including those with disabilities, direct their learning and teachers
acts as facilitators through the aid of technology.

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11

References
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