Early childhood educators have the responsibility of including all children in teaching endeavors. Most learning tools are created with conventional students in mind. Some adaptations, through assistive technology, are necessary for making them applicable to all.
The purpose of assistive technology is to support the inclusion of all children in classroom work regardless of their disabilities. The early childhood teacher must keep in mind that children are not defined by their disabilities; consequently, classroom environments need to be standardized in a manner that meets the needs of a wide variety of students (Darragh, 2007). All learning environments need to adopt a standardized approach to assistive technology in order to harmonize learning outcomes across the whole nation. The problem with most educators is that they individualize attempts at providing assistive technology, and this yields piecemeal results. On the flip side, some educators do not know much about assistive technology. If these professionals receive training on a standardized assistive technology toolkit, then they will definitely improve outcomes among children with disabilities or learning challenges.
Assistive technologies may be low tech or high tech; surprisingly, it is the low tech devices that yield successful outcomes (Judge, Floyd & Jeffs, 2008). 2008). Schools should thus not shy away from investment in these teaching resources because of financial reasons. For instance, picture clips and visual calendars are useful for dyslexic students as they can represent their ideas in a comfortable and colorful way. Scissor adapters assist children with no fingers while talking books aid learners with visual disabilities. Such tools are easy to create or purchase, yet they can change a child’s learning options (Edyburn & Boone, 2005).
Adults can take specific skills for granted, yet those skills may not always be prevalent in young learners. Therefore, early development educators need to consider these differences and invest in assistive technologies that would bridge the gap. For instance, children have difficulties in audio memory, so it would be wise to use color-coded keyboards for computer work (Judge, Floyd & Jeffs, 2008).
Assistive technologies can be useful in boosting educational outcomes only if they are used consistently, are made part of a standardized approach, and adapt to learner’s needs. However, challenges in training and the financial costs of the tools may minimize outcomes in this area. Institutions should invest in standardized systems.
References
Darragh, J. (2007). Universal design for early childhood education: Ensuring access and equity for all. First Childhood Education Journal, 35(2), 167-171.
Edyburn, K. & Boone, R. (2005). Handbook of unique education technology research and practice. Whitefish Bay, WI: Knowledge by Design.
Judge, S., Floyd, K. & Jeffs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal, 36(2), 121-126.