ASSISTIVE TECHNOLOGY INTEGRATION FOR CHILDREN WITH SPECIFIC LEARNING DISABILITIES: A SYSTEMATIC LITERATURE REVIEW PERSPECTIVE FROM MEXICO
Abstract
An important resource for children with learning disabilities to flourish in the classroom is access to assistive technology. To prepare children on how to utilize assistive technology in the learning environment is important for teachers. According to the Individuals with Disability Education Act (IDEA), any equipment that is used to improve functional capabilities of individuals with disabilities is considered as AT. It may include any software program, or product system that is used to increase, maintain, or improve the functional capabilities of people with disabilities. By implementing assistive technology as an integration to school curriculum, the educators can assist children with special needs by providing remedies to solve specific learning problems and can promote independent learning. The emergence of special education in the sense of educating abnormal students emerged during the first stage and is closely related to the principle of mandatory education. By the end of the 19th and the beginning of the 20th centuries the idea of mandatory and universal elementary education gained momentum in Mexico. The implementation of such education revealed that there were many abnormal children who required a special pedagogy. It is at this time that the government took charge of the institutions where children with mental, visual, and auditory impairments had been rehabilitated and treated with the support of private and public welfare and transformed them into educational environments. With technology, an individual physically unable to speak can communicate with spoken language. Using a portable voice synthesizer, a student can ask and respond to questions in the regular classroom, overcoming a physical obstacle that may have forced placement in a special segregated classroom or required a full-time instructional aide or interpreter to provide a voice. Technology is providing more powerful and efficient tools to teachers who work with children with disabilities. To enhance the delivery of special education services, the Mexican National Public Education Secretariat developed two systems: support service units for regular schools and multiple attention centers. Support service units for regular schools. Support service units are designed to provide adaptations to curricula on the basis of the context and characteristics of the communities in which the schools are located.
Keywords: Assistive, Technology, Integration, Specific, Learning, Disabilities, Systematic
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