Technology provides many conveniences, but for the disabled it is much more than just a luxury. Instead, technology is what allows those with disabilities to perform many of the activities non-disabled people take for granted, especially in the classroom.
A 2003 study conducted by the U.S. Census Bureau revealed that approximately 11 percent of undergraduate students were disabled. Since the passing of disability rights like Section 504 and the Americans with Disability Act, schools have been required to develop a way to meet the needs of disabled students. This is where specially-designed technology, known as assistive technologies, comes into the picture.
The SALS device measures the amount of a
substance by emitting unique pitches and
can recognize chemical changes in real time. |
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Assistive technology allows the disabled to participate in activities
they would have otherwise been unable to do through devices specially
designed to suit their needs.
“It [assistive technology] really opens doors for them,” says
Joanne Kaufmann, who is in charge of public relations at DynaVox, a
company that designs special communication devices for the disabled.
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Assistive technology is a widely used asset in many educational
settings. With the equipment, disabled students are able to
communicate more effectively in class, read textbooks or participate in
hands-on class activities. These specific issues are being addressed
through digital communication devices, computer programs that read
aloud textbooks and mechanisms that can assist physically disabled
students with coursework.
Assistive technology allows the disabled to participate in activities they would have otherwise been unable to do through devices specially designed to suit their needs.
“It [assistive technology] really opens doors for them,” says Joanne Kaufmann, who is in charge of public relations at DynaVox, a company that designs special communication devices for the disabled.
Assistive technology is a widely used asset in many educational settings. With the equipment, disabled students are able to communicate more effectively in class, read textbooks or participate in hands-on class activities. These specific issues are being addressed through digital communication devices, computer programs that read aloud textbooks and mechanisms that can assist physically disabled students with coursework.
Blind chemist Cary Supalo at Penn State understands the challenges that disabled students face. With his own experiences as his inspiration, he is creating assistive technology that will help blind and visually-impaired students conduct laboratory experiments without assistance. His project, called Independent Laboratory Access for the Blind, is currently developing speech-accessible tools and modified laboratory procedures.
There are many other efforts to provide assistive technology to students with special needs at Penn State. Susan Hayya, who coordinates library services for the disabled, helps ensure that those with disabilities receive the quality education she
feels they deserve.
“Penn State is very supportive of our students and the technology,” says Hayya. A portion of the computer fees Penn State students are required to pay goes towards funding for assistive technologies. Several departments at Penn State, like the Office for Disability Services, also help buy equipment for students with special needs.
Hayya said that the equipment has greatly helped many students with their education. “I’ve seen a lot of successes because of this technology.”