MTSD105
Assistive Technologies for Learning
This module is aimed to expose educators to the new and rapidly expanding field of Assistive Technology (AT) within a classroom setting. This module will equip educators with the necessary knowledge, skills and competences to effectively use different assistive technologies within resource centres to increase, maintain, and improve the learners’ functional capabilities. Educators will also develop the necessary skills to effectively identify, assess, create, modify and manage digital resources created with AT to meet specific learning objectives and enhance the learning experience according to the context and the pedagogical approach.
By the end of this programme, participants should be able to:
a. Create and carry out different activities ensuring the appropriate usage of assistive technologies;
b. Design, plan and deliver effective lessons, that engage and motivate learners supported by a variety of assistive technologies which meet the learners’ needs;
c. Liaise with therapists and colleagues to identify the most suitable assistive technology to provide effective learning strategies for learners
a. Identify different types of assistive technologies and how to use them as a mode of learning in a resource centre classroom setting;
b. Explain how different assistive technologies are necessary to enhance learners’ different cognitive and social abilities;
c. Identify and reflect on limitations and difficulties educators might experience when using assistive technologies as a medium to effectively promote learning;
d. Identify and reflect on the challenges of classroom management and student engagement in learning aided through assistive technologies and possible coping strategies to overcome them;
e. Determine different assistive technologies that may be used in the classroom to offer different learning opportunities to all learners based on their needs;
f. Examine teaching strategies which promote the effective integration of technology in the classroom.
a. Identify formative assessment strategies to evaluate learners’ performance in relation to assistive technologies and to the lesson’s objectives;
b. Assess and select digital resources to be incorporated with assistive technologies for teaching and learning;
c. Modify and build on existing open-licensed resources and other resources.
This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.
1. Boot, F. H., Owuor, J., Dinsmore, J., & MacLachlan, M. (2018). Access to assistive technology for people with intellectual disabilities: a systematic review to identify barriers and facilitators. Journal of Intellectual Disability Research, 62(10), 900-921.
2. Cook A.M., Hussey S.M., Assistive Technologies : Principles and Practice
3. Desideri, L., Roentgen, U., Hoogerwerf, E. J., & de Witte, L. (2013). Recommending Assistive Technology (AT) for children with multiple disabilities: A systematic review and qualitative synthesis of models and instruments for AT professionals. Technology and Disability, 25(1), 3-13.
4. Dunst, C. J., Trivette, C. M., Hamby, D. W., & Simkus, A. (2013). Systematic review of studies promoting the use of assistive technology devices by young children with disabilities. Practical Evaluation Reports, 5(1), 1-32.
5. Mann W.C., Lane J.P., Assistive Technology for Persons with Disabilities
6. Pain H., Mc. Lellan L., Gore S., Choosing Assistive Devices : A Guide for Users and Professionals
1. Bain B.K., Leger D., Assistive Technology : An Interdisciplinary Approach (Churchill Livingstone)
2. Green, J. (2018) Assistive technology in special education : resources to support literacy, communication, and learning differences
3. King, E. et.al.(2015) Exploring the Impact of a Flexible, Technology Enhanced Teaching Space on Pedagogy
4. Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and metaanalysis. Computers & education, 114, 139-163.
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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