THE STUDY OF RESEARCH CONCERNING THE INFLUENCE OF ASSISTIVE TECHNOLOGY ON THE ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENTS IN READING AND WRITING.

Abstract

There is a possibility that as much as ten percent of the young people around the world have a special learning impairment (SLD), according to research conducted by UNICEF. The vast majority of these children are able to easily integrate into regular schools for their education. When it is made possible for children with impairments to make use of assistive technology in the classroom, the likelihood of those children achieving academic achievement is considerably increased. It is the responsibility of teachers to ensure that their pupils are appropriately equipped to make good use of any assistive technology that is available in the classroom with which they are enrolled. A comprehensive study was conducted with the purpose of determining the perspectives of teachers regarding the application of augmentative and alternative communication (AAC) strategies with children who have specific learning disabilities (SLD). Six separate pieces of scientific research were utilised in the construction of this review. In light of the findings presented in these publications, it appears that teachers are open to the idea of incorporating assistive technology into their lectures. They believed that it was an outstanding approach to improve their ability to remember and comprehend knowledge that was both spoken and written, as well as their ability to comprehend what they read and to memorise information. Educators argue that additional resources and supervision are required in order to successfully include assistive technology into their lesson plans. As a consequence of this, teachers need to have specialised training and make use of appropriate technology tools in the classroom in order to assist students who have specific learning issues in reaching their full potential. The primary objective of research in the future should be to determine the most effective means of providing educators with the knowledge and abilities required to incorporate augmented reality into their teaching practices.