Assistive Technology and Inclusion

While reading an article about Assistive Technology (AT) and how it helps students with disabilities, I became aware of how transformative these tools can be in creating inclusive learning environments. AT helps to remove learning barriers and enhances the functional abilities of students with disabilities, including physical, intellectual, or sensory. Tools can range from low-tech, low-cost options, like pencil grips, to high-tech systems, such as speech-to-text software, both of which help students who struggle with producing written/typed text communicate. Other examples can include tools that summarize lengthy passages, graphic organizers, and text-to-speech converters – all of which enhance student's learning. 

Although AT devices and programs were specifically designed for students with disabilities and were often less accessible in the past, many features are now integrated into everyday devices, making them accessible to all learners and blurring the line between assistive and instructional technology. For instance, Google extensions such as google translate, calendar, text-to-speech converter, are all AT tools that benefit various learners. This shows how the normalization of technology in classrooms can help students who rely on AT to "blend" into classroom environments, lowering stigma, and fostering a sense of belonging and inclusion.

Among the tools mentioned in the article, AI-based AT really caught my attention. Tools like ChatGPT help students who struggle with writing/typing produce coherent text within seconds, allowing them to fully engage with the curriculum. Similarly, students can interact with information, hands-free, using speech recognition systems like Siri or Alexa. Another AI-based tool that stood out to me was AI as a "companion", which can provide social support and affirmations to students with disabilities. Given the ongoing shortage of special education teachers and challenges students face in receiving adequate support, this potential tool caught my attention and made me think about the ways AI could "fill in these gaps". 

However, at the same time, I worry about the ethical implications of relying on AI in such ways. AI may inadvertently take the role of human interactions, which are crucial for fostering empathy and genuine social connections. This also raises concerns about privacy and security. Do students understand what data is collected and who/how it is being used? 

That being said, while I believe that AT, particularly AI-based, is an innovative tool to promote inclusion, it shouldn't take the place of human relationships and support systems that are essential to effective and inclusive learning. 

Here is the reference to the article I read if anybody is interested in learning more about it! Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023). The Future of Artificial Intelligence in Special Education Technology. Journal of Special Education Technology, 38(3), 404-416

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