Remote Learning Technology: Supporting Students with Disabilities

This assignment examines the application of remote learning technologies to support high school and middle school students with disabilities, especially during challenging times like pandemics. It emphasizes the need for funding, potentially from sources like New York State or non-profit organizations, to provide these students with effective educational tools. The paper discusses various technologies tailored to different disabilities, including wireless devices and video technologies for deaf students, speech-to-text software for those with speech impairments, and tools like audiobooks and text-to-speech for students with cognitive, developmental, and learning disabilities. Additionally, it highlights the importance of flexible furniture and touch screen monitors for students with mobility issues. The assignment emphasizes the role of assistive technology in ensuring that students with disabilities can participate in the standard curriculum and have access to the tools they need for a successful remote learning experience.

Running head: REMOTE LEARNING TECHNOLOGY
Remote Learning Technology
Name of the Student
Name of the University
Author’s Note

1REMOTE LEARNING TECHNOLOGY
Funding is very much needed for the middle class students with disabilities. However, the
Secretary of Education in the President Trump’s Administration is denying for providing fund or
enough fund to the children and whose high school parents are desiring for paying for their
disable children for the special education from home with the remote learning technology.
There can be multiple remote learning technologies, which can enable the high school or
middle school students with disabilities for continuing the education efficiently and effectively
from their home during any pandemic (Bakken et al., 2016). These types of technologies can be
funded by the New York State or the non-profit organization. Making the distance or virtual
learning for the disable student is challenging.
Followings are some of the ways, which the non-profit organization can fund for to
provide the disable students best possible ways for learning.
For the deaf students: There are wireless devices, which transmit the sound to the
hearing aim for communicating with the students, who has the hearing loss or in the noisy
classroom (Bjekić et al., 2014). The teachers can use the video technology as multiple
educational application such as Flipgrid are there with the closed-caption features and video
calling application which comes with the subtitle and live captioning.
For the students with disabilities in speech: There are word prediction and speech-to-
text software tools, which can assist the students in communicating with the peers and teachers,
for instance, Office 365 have the AI-enables and Dictate add-in features, which allow the disable
students for speaking into the microphone and their speech will be converted into text.
Students with cognitive, developmental and learning disabilities: Besides creating the
VR experiences for the disable students, tools like audio books, text-to-speech and memory aids

2REMOTE LEARNING TECHNOLOGY
system, which are very helpful for the disable students, who requires help with organization,
learning and attention. There is a tool Microsoft’s Immersive Reader that is designed for
supporting the students with developmental disabilities. With Immersive Reader tool, the
students with disabilities can read the text in multiple languages (Fichten, Asuncion & Scapin,
2014). There is also a feature of Microsoft Tell Me, which allows the disable students for
accessing the commands of Office 365 without having the reading speed and ability for the
students with cognitive or developmental disabilities on the applications without remembering
them. There are multiple fonts that can help in enhancing the reading speed and the reading
ability for the students.
Students who need mobility help: The parents can optimize the study rooms of the
students with the help of the non-profit organization by adopting the flexible furniture, which is
the main component of the modern or remote learning environment (Kimball et al., 2016).
Wobble stools and standing desks can give the students more comfort and freedom in moving
around in the room. The students can use the touch screen monitors if they are not able in using
the computer mouse keyboard.
This can be said that with the assistive technology, the non-profit organization can help
the students with disabilities for participating in the basic and general education curriculum.

3REMOTE LEARNING TECHNOLOGY
References
Bakken, J. P., Uskov, V. L., Penumatsa, A., & Doddapaneni, A. (2016). Smart universities, smart
classrooms and students with disabilities. In Smart Education and e-Learning 2016 (pp.
15-27). Springer, Cham.
Bjekić, D., Obradović, S., Vučetić, M., & Bojović, M. (2014). E-teacher in inclusive e-education
for students with specific learning disabilities. Procedia-Social and behavioral
sciences, 128, 128-133.
Fichten, C. S., Asuncion, J., & Scapin, R. (2014). Digital Technology, Learning, and
Postsecondary Students with Disabilities: Where We've Been and Where We're
Going. Journal of Postsecondary Education and Disability, 27(4), 369-379.
Kimball, E. W., Wells, R. S., Ostiguy, B. J., Manly, C. A., & Lauterbach, A. A. (2016). Students
with disabilities in higher education: A review of the literature and an agenda for future
research. In Higher education: Handbook of theory and research (pp. 91-156). Springer,
Cham.