One of the ICT tools in EDT201 is ICT as an assistive technology. The session on assistive technology highlighted how educational tools can bridge the learning gap for students with disabilities. I learned that assistive technology includes a wide range of devices and software like screen readers, text-to-speech programs, Braille displays, and hearing aids, aimed at supporting students with diverse learning needs.
From an information standpoint, the session clearly explained the difference between low tech and high-tech assistive tools. It emphasized the role of these tools in promoting independence, active participation, and inclusive learning. Importantly, assistive technology aligns with the principle of Universal Design for Learning (UDL), where access to education is tailored to all learners.
Critically reflecting on this topic, I realized that while assistive technology can be a powerful enabler, its effectiveness depends heavily on how it is used. Teachers must understand not just the technical functions but also how to align them with individual student needs. For instance, a speech-to-text tool is only effective if a student is comfortable using it and if the learning environment supports its use. Without proper teacher training and infrastructure, these tools risk being underused or misused.
Another insight was the importance of empathy in choosing assistive tools. It's not about "fixing" the student but about adjusting the learning environment to ensure every child has equal access to knowledge. This shift in mindset is essential for truly inclusive education.
In conclusion, assistive technology is not just a support mechanism but a right for students who need it. This session deepened my appreciation for the role of educators in identifying, implementing, and advocating for these tools. It reminded me that meaningful inclusion is not only a matter of access but also of understanding and thoughtful practice.
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