Assistive Technologies in Higher Education for Special Education: Field Research by Diversasia Project

Assistive Technologies in Higher Education for Special Education: Field Research by Diversasia Project

Ecem Yıldız Çangur 1 A, Adem Tekerek 2 B, Seyhan Fırat 3 C, Aslihan Selcen Bingöl 4 D,  Bülent Elbasan 5 E

A GAZİ UNIVERSITY. FACULTY OF HEALTH SCIENCES, DEPARTMENT OF PHYSIOTHERAPY AND REHABILITATION , ANKARA, TÜRKİYE

B GAZİ UNIVERSITY. FACULTY OF TECHNOLOGY, DEPARTMENT OF COMPUTER ENGINEERING, ANKARA, TÜRKİYE

C GAZİ UNIVERSITY. FACULTY OF TECHNOLOGY, DEPARTMENT OF CIVIL ENGINEERING, ANKARA, TÜRKİYE

D GAZİ UNIVERSITY. FACULTY OF EDUCATION, DEPARTMENT OF EDUCATIONAL SCIENCES, ANKARA, TÜRKİYE

E GAZİ UNIVERSITY. FACULTY OF HEALTH SCIENCES, DEPARTMENT OF PHYSIOTHERAPY AND REHABILITATION, ANKARA, TÜRKİYE

Abstract

Purpose: The aim of this study is to conduct detailed research on assistive technologies used in higher education to provide special education and support the students with disabilities.

Methods: In this study, assistive technological devices categorized in various fields such as Text-to-Speech and Speech-to-Text Technologies, Screen Readers, Alternative İnput Devices, Electronic Braille Display, Cognitive Support Software, Captioning and Transcription Tools and Virtual Reality and Simulation Software, their usage areas and the benefits they provide the students were reviewed.

Results: Text-to-speech and speech-to-text technologies help students with reading and writing diffculties by converting text into speech and vice versa.Screen readers: Screen reading software aids visually impaired students by audibly conveying on-screen content. Alternative input devices, such as eye-tracking systems and adaptive keyboards, enable students with motor impairments to interact with computers. Electronic Braille display devices convert digital text into Braille, facilitating learning for visually impaired students. Cognitive support software is assistive technologies with features like mind mapping and organizational tools help students with cognitive impairments manage their tasks and information more effectively. Captioning and transcription tools provide real-time captioning and transcription, benefting deaf or hard-of-hearing students. Virtual reality and simulation software offers experiential learning opportunities for students with various disabilities.

Conclusions: To increase the success of individuals with special needs in educational settings where they attend with their peers, to minimize the diffculties they experience some arrangements/designs are needed in the education process. In this context, considering individual differences and needs, rich learning environments can be created for learners with universal design and assistive technologies.

Keywords: Assistive technologies , higher education, special education