Ruchi Dwivedi
With
geographical dispersion, student financial position, and, most significantly,
student variations, there is substantial inequality in access to high-quality
education in India at the primary and secondary school levels. The current
educational system aims to include all students with disabilities. Many
countries’ laws and programmes help students with learning disabilities. The
concept of inclusive education varies according to national goals and agendas,
raising social, cultural, historical, and political challenges. The main topic
is how to achieve excellence in inclusive education with Assistive Technology
(AT) for students with learning disabilities. While it is not a cure-all for
learning challenges, it can help students reach their maximum potential by
maximising their strengths and minimising their weaknesses. Students with
physical or mental disabilities can use numerous goods, tools, and models. Each
student is unique in their skills, weaknesses, interests, experiences, and
abilities. The main difficulty is balancing between requiring disabled students
to have needs and making their peers aware. Choosing the right instrument can
help a learner gain confidence and autonomy. Each disabled individual is
unique, and many require things from multiple makers or sources.
The question
of how far Assistive Technology (AT) can help a unique individual remains. This
question has no answer. The technology, the user, and the application all play
a part. They cannot be solved until all users, teachers, and other stakeholders
are involved. Assistive Technology (AT) has created a level playing field for
students with disabilities in several areas (AT). Students must understand that
AT does not “fix” learning and attention issues whatever tool is utilised. It
is an aid, not a corrector.
Assistive
Technology (AT), Inclusive Education, Learning Disabilities
VOL.14, ISSUE No.1, March 2022