Introduction

So what is special education and why is there a need to use technology for it. At present, the importance and necessity of the use of new technologies in different sectors of society (communications, finance, education, health, etc.) is a fact. They designate a set of technological innovations as well as tools that improve the functioning of today’s society. The implementation of Information and Communication Technologies (ICT) affects many areas of Human Sciences, organizations and management.

In the educational area, technology is a highly motivating factor, bringing positive results in the student, especially when they are in a preschool stage or initial level. It is at this key moment in childhood that children’s interest in researching, exploring, knowing and discovering new things in a playful way should be exploited. Therefore, it is necessary to strengthen the approach to computer systems, and without waiting for the student who has a visual disability to have the age to recognize the keyboard as a way to access it, offer said technological resource to start it on the way of learning. That is why these special students need a special kind of academic writing help.

The student with a visual disability, in general, has more learning difficulties than sighted children, which makes it difficult to achieve a successful insertion into the regular teaching system. The main difficulty faced by these children lies in the considerable disadvantage that they find in regard to the seers for the learning of a thorough symbolization process, both primary and secondary. It is clear that if their needs are not met in a timely manner with adequate help, the visually impaired child will suffer an inevitable school delay. Therefore, in order for the child to achieve a developmental promotion similar to that of the seers in their regular school admission, an effort must be made to provide such experiences at the earliest age.

What is Special Education?

The regular school allows cognitive, affective and social development at the ages expected for sighted children, and provides children with visual disabilities with early experiences related to the difficulties of integration into the sighted world, making it possible to expand the radius of significant relationships.

The use by teachers of all the resources at their disposal is what facilitates the improvement of the school insertion of visually impaired children in regular schools. This is for the parents, educators and the children themselves a goal to achieve, especially taking into account the advantages it has for integral personal development.

It is in this context where the use of computers in conjunction with auxiliary computer systems is useful for the teacher working on this issue. These technologies are those that provide the disabled child with varied educational experiences that allow him to “bring” multisensory experiences to his world, and enable the pedagogue to provide alternative instances to school readiness and development promotion, in a way that is attractive and motivating.

Pedagogical experiences related to the use of computers and computer applications have marked a positive aspect in terms of integration and self-esteem, which is often damaged, affecting their relationships. However, with the use of the computer they are able to achieve certain objectives by themselves, achieving a feeling of equality and with a better predisposition towards themselves and others.

Special Education Technology Lessons

Currently, there are various tools at the regional level aimed at teacher support in the area of special education more specifically in regard to visual impairment. The first is a Multimedia System to support the process of teaching literacy for blind children, which also introduces them to the management of the Braille system. This interactive multimedia tool aims to allow the blind child to translate into other sensory modalities, such as touch and hearing, the reading experience of the seer.

Although the use of computer applications similar to the aforementioned by those in charge of the area of early stimulation is highly motivating for the student, these auxiliary tools should not be considered as a single and isolated element and the rest of the resources available to the teacher.

In many of the areas where they are used, technology largely replaces work systems considered traditional, constituting an end in themselves: for example in public offices where user data is in huge databases, which replace the old files and folders. On the contrary, ICT, as educational applications, are means and not ends. That is, they are tools and construction materials that facilitate: learning, skills development and different ways of learning.

Benefits of Technology In Special Education

Regarding the computer applications linked to the theme of the Early Attention of visually impaired and blind children, these should be considered as support tools for the task carried out by teachers, never as alternative systems and exclusive of traditional pedagogical practices and resources. Both early stimulations, as well as visual stimulation of visually impaired and blind children in preschool, are not activities that are based on a single pedagogical method, but it is a long and continuous learning process in which different techniques and alternatives are used for teaching and stimulation. The person responsible for the design and implementation of an Application, which will be used by teachers of special education, must take into account that the tool he is building does not replace any stimulation or early attention technique, but is limited to being an alternative more than It helps the teacher within a set of elements at his disposal.

Technology for Special Education Teachers

Teaching for students with special educational needs has always been a challenge for teachers, even though they have extensive training and experience in this type of teaching. However, technology is driving a major change for teachers and students. Equipment such as tablets, computers and digital whiteboards are making a difference in the modern classroom and can become, in academic terms, a significant improvement factor for learning in groups of students with some type of disability, whether of a physical or intellectual nature. Although teachers may find it difficult to teach more than 30 students with different needs and abilities, the so-called “assistive technology” (devices and software designed specifically for students with disabilities) can help teachers customize lessons and improve the skills of each student.

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Captivate the students

According to recent studies, students with certain learning problems tend to have more ease in handling technological tools applied to education. In the case of students with physical disabilities, technology can become key to access learning opportunities that were previously forbidden.

The electronic readers, for example, help student’s passbook pages without manual dexterity, while the software voice recognition helps them answer questions without writing. Similarly, computers are much more attractive to them than traditional textbooks and allow them to be concentrated for longer.

The tablet-driven change

The statistics and surveys conducted to date reveal how tablets are gaining increasing prominence in the classroom. And there are many who argue that they should replace paper books, and almost everyone agrees that it will be a matter of time for them to do so definitively. In the case of students with special needs, this trend becomes even more necessary. The use of tablets and First tablet for the blind mobile phones is also important, if not essential, in areas where classroom access is limited, especially when we talk about students with mobility difficulties. In these cases, distance learning is usually the only viable option to ensure that students are not excluded from education.

But what happens when a student is not fully capable of handling and navigating a device? In these cases, researchers and technology companies around the world continue to work to bridge this gap. In addition, devices with facial recognition technology are also being developed, which allow users to handle them only with facial and eye gestures.

According to Shelli Mendel-Koeppl, president of the Dayton Chapter of the Autism Society of America, there is a stir around the tablet in the autism community. In fact, the Dayton Chapter of the Autism Society considers these devices to be such valuable therapeutic tools that it offers subsidies to families to buy one. In the case of children who lack motor skills, touch screens benefit them because they are more intuitive devices, since computers, requiring the use of keyboard and mouse, used to frustrate them, sometimes creating a refusal to use them. The tablets largely solved this problem, resulting in more productive and rewarding class periods and improving students’ motor skills and self-esteem.

Conclusion

It is important to analyze each student individually, and understand what their different learning needs are. The new technologies in the classroom allow teachers to create personalized lesson plans that evaluate and adapt the content to their learning rhythms. Given the number of options that exist, teachers can choose which applications are best suited to their teaching methods relevant to the way their students learn.