40 7.3 Discussion

Types of AT

AT in education includes many tools and resources to support diverse student needs. Numerous tools used within educational settings can typically be categorized into text-to-speech or speech-to-text software, screen readers, alternative keyboards, closed captioning tools, Augmentative and Alternative Communication (AAC) devices, and assistive listening devices. These ATs are seen commonly throughout educational settings, even more so for students with exceptionalities. With new and emerging technologies, there is no doubt that these ATs will continue to evolve and change the way some students access education.

Current Trends in AT

It is essential to understand the current trends of AT in the education sector. Research shows that current trends can be categorized into themes such as improving accessibility, increasing positive learning outcomes, challenges with effective implementation, educators’ comfort levels with AT, and evolving technology. Gray et al. (2011) indicate that in the past five years, awareness of how technologies support students with special needs have become more prevalent as ATs are being made for more mainstream use in educational settings. It is easier for students with exceptionalities to access educational materials using AT without standing out from their peers. Although these technologies are evolving, accessibility still tends to be a challenge as Mensah-Gourmel et al. (2023) discover that only one in ten people who are in need have access to these assistive products, which is prompting the World Health Organization (WHO) and UNICEF to improve accessibility for large scale use. Accessibility is a critical issue as it can support increased learning outcomes. It is reported that when students have access to AT, they are able to produce more positive outcomes not only in education but also in future employment (Maeda & Flanagan, 2011, as cited in Atanga et al., 2020). Not only does AT support academic achievement, but it also has long-lasting impacts on these students as they enter the workforce.

Another reoccurring trend in AT is educator perspectives and comfort. Research suggests that a key factor in promoting AT use within schools is teachers’ comfort level with AT (Morrison, 2007; Parette and Scherer, 2004, as cited in Lamond & Cunningham, 2023). Therefore, it is essential that educators feel confident with their technological skills and learn how to integrate AT effectively. With the evolution of technology, it is anticipated that AT will follow similar trends to technology and become faster, more mobile, and more personalized as more devices and apps become more readily available for special needs students (Bolkan, 2012, as cited in Duran, 2022). As AT evolves and becomes more commonly used, it can support equitable learning environments. However, accessibility, effective implementation, and educator training must be consistently prioritized to help all students succeed.

Benefits of AT

Collective research indicates that the many benefits of AT can be categorized into three areas: enhanced communication and social skills, increased independence, and personalized and inclusive learning. AT plays a significant role in communication and social skills, especially for students diagnosed with autism spectrum disorder (ASD). Lang et al. (2014) state that students with ASD are great candidates for ATs that are designed to support communication due to the prevalence of communication impairment, and it is not surprising that it has been used to improve social functioning as well. Research highlights that AT can be valuable in developing support plans for students, as it is helps address “communication, social/emotional, and daily living/adaptive deficits” for students with ASD (Lang et al., 2014, p. 184).

AT empowers students with exceptionalities to engage more independently in their education. Genc et al. (2021) indicate that AT is essential to gaining confidence, independence, and a higher quality of life for students with special education needs. AT is valuable in creating equal access to quality education for many students with various disabilities or exceptionalities. AT can support nonverbal students with communication through AAC devices, students with physical disabilities through assistive keyboards or monitors, and students diagnosed with learning disabilities through accessibility features offered by various apps and programs (Meyer, 2016, as cited in Jones et al., 2021). By allowing students to participate in independent tasks and collaborate with peers, AT minimizes the need for constant support (Pilgrim et al., 2012, as cited in Atanga et al., 2020). Therefore, AT not only enhances student access to educational materials but also builds confidence and independence for students with diverse learning needs.

Lastly, AT use in education promotes personalized and inclusive learning for students with exceptionalities. Genc et al. (2011) emphasize that if we want to focus on personalized learning, we must ensure we are providing accessible, assistive, and universally designed technologies in all of our learning environments. AT enhances personalized learning by allowing students to utilize tools tailored to their needs, helping them learn more effectively. Jones et al. (2021) indicate that AT allows educators to support unique individual student needs as long as it is implemented appropriately. Students are more likely to be engaged and motivated with the content when it accurately reflects their learning level. Educators can customize the learning environment with various tools. For example, computers can support individual instruction with the ability to reduce distractions and stimulus over selectivity for students with ASD (Lovaas et al., 1979, as cited in Lanf et al., 2014) or can support self-paced learning resulting in an improvement across communication, attention, and behaviour (Parette & Stoner, 2008, as cited in Atanga et al., 2020) for students with Learning Disabilities. Overall, inclusive instruction ensures that all students access appropriate resources and support. By creating an equitable learning environment, AT for personalized learning promotes engagement among all students, making them feel valued and capable of succeeding.