Assistive Technology

People are different in their capabilities, where some people are physically impaired. These people, however, must be treated generally through assistive technology. Students with autism and other physical impairments are no exception. Both low, mid, and high tech devices are vital for learning instruction and management function in physically challenged people. This paper compares two case studies on assistive technology and provides one example of low and high-tech technology.

In both case studies, the approach used contained visual elements, that is, the photographs. In Gabriel’s case, his teacher noticed that cartoon characters motivate him, and he made photographs of cartoons for Gabriel. It would act as a motivation for Gabriel to learn the skills. In Grace’s case, the activity schedules contained pictures that directed her on carrying on with the day’s activities. The photographs act as visual elements and motivation in both cases.

On the other hand, the two cases are different in the level of devices used. Gabriel uses high tech devices, while Grace uses medium-tech tools. Gabriel uses computer software, a high technology device, because it requires training extensively. He also uses a standard mouse and voice software. Grace, on the other hand, operates activity schedules, which are medium technology devices. The devices do not require extensive training as high tech.

Another difference is the purposed functions of assistive technology. In Gabriel’s case, it was incorporated majorly for academic instruction, while In Grace’s case, it is majorly for functional management. The devices were to help Gabriel learn literacy and communicative skills, such as reading and speaking. Contrary to Gabriel, the activity schedules were to help Grace carry on with her day-to-day activities while at school. They provide her with visual guidance on what action to undertake at a particular time.

One high-tech device is the speech to text technology, which is found in mobile phones and computers. It produces human speech and is advantageous to the deaf. The technology allows the deaf to communicate with others around them freely. The first speech to text technology was designed in 1952 by Bell Laboratories (Weizs, 2019). It can be used in academic instruction in several ways. Firstly, deaf students can understand lectures without having difficulties. It makes them perform just like the typical students. Secondly, it enables them to engage in academic discussions with other students effectively. They can contribute to the talks, thus, sharing knowledge with others.

One can also use text to speech technology in functional management. It guides instructions to follow and facilitates effective communication for deaf people. For instance, those working in organizations and are deaf managers may manage their management activities through technology. Also, when holding meetings with employees, communication will be sufficient.

Low tech devices are devices that do not require much training and are inexpensive to acquire. Georgia Tech describes them as devices with no complicated or mechanical features (Weizs, 2019. One example is a walking stick for the blind people. In schools, teachers can write in larger fonts or use colored highlighters to aid students with visual impairments. It enables the students to learn and acquire knowledge, just like typical students. For example, in A management function, managers with visual impairments or impaired visual employees can employ such techniques as colored highlighters when communicating. It will create an effective management approach. 


Weizs, A. (2019, November 6). Low and high tech assistive technology: A timeline. Verbit.