Assistive Educational Technology: defining the term
Abstract
This research proposes an initial discussion between the area of Technology in Computer Education (TCE) and Assistive Technology (AT) from the perspective of the inclusion of people with disabilities (PwD) in the educational context. Currently, there is the wide development of TCE tools to support the teaching and learning process. On the other hand, the AT area, previously focused on the creation of products and resources aimed at the autonomy of PwD, has stood out as inclusive educational technology. We recognize that not all educational tools are inclusive, just as not all Assistive Technologies are educational. Thus, we carry out this initial reflection on the convergence between these areas, proposing the definition of the term Assistive Educational Technology. For this, we conducted a Systematic Literature Review (SLR) and presented a clear and objective conceptual definition of this term, as well as possible scientific developments.
Keywords:
Technology in education, assistive technology, especial education
References
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Lima, R. P. (2017). Promoção do interesse em criança com autismo a partir de uma plataforma educacional assistiva com fantoche eletrônico.
Long, K. T. (2015). Increasing number sense in special needs students using assistive technologies (Doctoral dissertation, Capella University).
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Rahimi, A. R., & Tafazoli, D. (2022). EFL learners’ attitudes toward the usability of lmoocs: A qualitative content analysis. The Qualitative Report, 27(1), 158-173.
Randall, K. N., Hirsch, S. E., & Allen, A. A. (2023). Examining the Effectiveness of a Multimedia Video on Pedestrian Safety with Postsecondary Individuals with Intellectual Disabilities. Journal of Special Education Apprenticeship, 12(2), 79-96.
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Tam, K. Y. B., Seevers, R., Gardner III, R., & Heng, M. A. (2006). Primary School Teachers' Concerns about the Integration of Students with Special Needs in Singapore. Teaching Exceptional Children Plus, 3(2), n2.
Tavares, T. E., Marques, S. G., & da Cruz, M. K. (2021). Plugando o desplugado para ensino de computação na escola durante a pandemia do sars-cov-2. In Anais do Simpósio Brasileiro de Educação em Computação (pp. 263-271). SBC.
White, C. K., Tull, R. G., Zastavker, Y. V., & Sigamoney, R. (2018). International Perspectives on Intersecting Engineering's Grand Challenges and the UN's Sustainable Development Goals. In ASEE Annual Conference proceedings.
Wong, K. T., Hosshan, H., Hanafi, H. F., & Mudiono, A. (2024). Augmented reality (AR): An assistive technology for special education needs. Journal of Advanced Research in Applied Sciences and Engineering Technology, 35(1), 97-105. DOI: 10.37934/araset.35.1.97105
Almelhi, A. M. (2021). The role of the Blackboard LMS in EFL course delivery during the Covid-19 pandemic: Investigating attitudes and perceptions of faculty and students. International Journal of English Linguistics, 11(2), 46-67. DOI: 10.5539/ijel.v11n2p46.
Alodail, A. K. (2011). Students’ Attitudes Toward the Use of Hearing Aids in Al-Ahsa, Kingdom of Saudi Arabia (Doctoral dissertation, Ohio University).
Al-Taweel, N. O. H. (2024). The Difficulties Faced By Students With Special Needs In E-Learning From The Point Of View Of Teachers In Palestine. Educational Administration: Theory and Practice, 30(5). DOI: 10.53555/kuey.v30i5.4791.
Attanayaka, D., Hunter, G., Denholm-Price, J., & Pfluegel, E. (2013). Novel multi-modal tools to enhance disabled and distance learners’ experience of mathematics. The International Journal on Advances in ICT for Emerging Regions, 6(1).
Barros, R. P., Torres, V. P., Burlamaqui, A. M. F., & Natal, R. (2014). CardBot: Tecnologias assistivas para imersão de deficientes visuais na robótica educacional. In Workshop de robótica educacional (Vol. 5, pp. 11-16).
Bispo Jr., E. L.; Raabe, A.; Matos, E.; Maschio, E.; Barbosa, E. F.; Carvalho, L. G.; Bittencourt, R. A.; Duran, R. S.; Falcão, T. P. (2020). Technologies in Computing Education: First approximations (Tecnologias na Educação em Computação: Primeiros Referenciais). Brazilian Journal of Computers in Education (Revista Brasileira de Informática na Educação – RBIE), 28, 509-527. DOI: 10.5753/RBIE.2020.28.0.509.
Brasil (2015). Lei 13.146. Institui a Lei Brasileira de Inclusão das Pessoas com Deficiência (Estatuto da Pessoa com Deficiência).
Cavanaugh, T. (2002). The Need for Assistive Technology in Educational Technology. AACE Review (formerly AACE Journal), 10(1), 27-31. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 6, 2024 from [link].
Gerhardt, T. E., & Silveira, D. T. (2009). Métodos de pesquisa. Plageder.
Hamburg, I., & Bucksch, S. (2016). Inclusive educational technology. Archives of business research, 4(1).
Herrity, J. P. (2013). When is assistive technology a barrier to learning?. Corcoran College of Art+ Design.
Kameni, E. D., & Koumetio, S. C. T. (2023). The role of inclusive educational technologies in transforming african cities into inclusive smart cities. In E3S Web of Conferences (Vol. 418, p. 03003). EDP Sciences.
Keshav, N. U., Vahabzadeh, A., Abdus-Sabur, R., Huey, K., Salisbury, J. P., Liu, R., & Sahin, N. (2018). Longitudinal socio-emotional learning intervention for autism via smartglasses: Qualitative school teacher descriptions of practicality, usability, and efficacy in general and special education classroom settings. Education Sciences, 8(3), 107. DOI: 10.3390/educsci8030107
Khazaleh, A., & Abzakh, H. (2023). The Level of Using Assistive Technologies in Inclusive Education for Students with Autism Spectrum Disorder from Teachers’ Point of View. Educational and Psychological Sciences Series, 2(1), 95-117. DOI: 10.59759/educational.v2i1.122
Kitchenham, B. A., Charters, S. . Guidelines for performing systematic literature reviews in software engineering. Tech. Rep. EBSE-2007-01, Keele University, 2007.
Lima, R. P. (2017). Promoção do interesse em criança com autismo a partir de uma plataforma educacional assistiva com fantoche eletrônico.
Long, K. T. (2015). Increasing number sense in special needs students using assistive technologies (Doctoral dissertation, Capella University).
Nijakowska, J., & Guz, E. (2024). Inclusion and Accessibility in Teacher Education. Neofilolog, (62/1), 43-60.
Rahimi, A. R., & Tafazoli, D. (2022). EFL learners’ attitudes toward the usability of lmoocs: A qualitative content analysis. The Qualitative Report, 27(1), 158-173.
Randall, K. N., Hirsch, S. E., & Allen, A. A. (2023). Examining the Effectiveness of a Multimedia Video on Pedestrian Safety with Postsecondary Individuals with Intellectual Disabilities. Journal of Special Education Apprenticeship, 12(2), 79-96.
Santarosa, L. M., Carneiro, M. L., Passerino, L. M., Geller, M., & Conforto, D. (2007, November). Inclusão e Diversidade: referenciais na construção da acessibilidade para Ambientes Virtuais de formação de Professores. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE) (Vol. 1, No. 1, pp. 600-610).
Tam, K. Y. B., Seevers, R., Gardner III, R., & Heng, M. A. (2006). Primary School Teachers' Concerns about the Integration of Students with Special Needs in Singapore. Teaching Exceptional Children Plus, 3(2), n2.
Tavares, T. E., Marques, S. G., & da Cruz, M. K. (2021). Plugando o desplugado para ensino de computação na escola durante a pandemia do sars-cov-2. In Anais do Simpósio Brasileiro de Educação em Computação (pp. 263-271). SBC.
White, C. K., Tull, R. G., Zastavker, Y. V., & Sigamoney, R. (2018). International Perspectives on Intersecting Engineering's Grand Challenges and the UN's Sustainable Development Goals. In ASEE Annual Conference proceedings.
Wong, K. T., Hosshan, H., Hanafi, H. F., & Mudiono, A. (2024). Augmented reality (AR): An assistive technology for special education needs. Journal of Advanced Research in Applied Sciences and Engineering Technology, 35(1), 97-105. DOI: 10.37934/araset.35.1.97105
Published
2024-11-04
How to Cite
LIMA, Roceli P.; PORTELLA, Fabiani O.; HENRIQUES, Renato Ventura Bayan.
Assistive Educational Technology: defining the term. In: WORKSHOP ON INFORMATICS IN INCLUSIVE EDUCATION (WIEI), 1. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 19-26.
DOI: https://doi.org/10.5753/wiei.2024.245476.
