Free Essay Sample. Assistive/Adaptive Technology Review

According to the Assistive Technology Act of 1998, the definition offered for either assistive or adaptive technology (AT) was products, devices, or equipment utilized to either maintain or increase the operative capabilities of individuals with disabilities (Arthanat et al., 2017). The definitions also include products bought commercially or privately. Even devices modified to suit an individual are also considered as either assistive or adaptive technology. However, when defined from a scientific perspective, assistive technology is products that help individuals with disabilities (Arthanat et al., 2017). Adaptive technology, on the other hand, includes products specifically designed for people with disabilities but are rarely used by non-disabled individuals. Assistive technology assists individuals in accomplishing social activities such as communication, education, recreational activities, and professional ambitions. They enhance the life of the individual with the disability, thereby promoting independence, thereby completing their objective.

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For the visually impaired, it includes individuals with low vision or complete blindness. Assistive technology signifies any adaptive device or program that aids in overcoming the obstacles presented by vision loss. Such devices offer individuals experiencing vision loss access to education, socialization, and other activities appreciated by the non-disabled (Hakobyan et al., 2013). Numerous technologies are available to assist individuals with visional loss both in the physical and digital environments. Achievement contributes to the notion that adaptive and assistive technologies bolster independence while enhancing their lives. An example of assistive technology is screen-reading software; it uses synthesized speech to articulate the content that appears on computer screens (Hakobyan et al., 2013). Due to its usage by various individuals, the program is compatible with all operating systems. Examples are JAWS and WindowEyes for PC, and VoiceOver for Macintosh computers (Hakobyan et al., 2013). Another example is braille; it is a tangible reading and writing system that the visually impaired who want to access both reading and writing material. It relies on using raised impressions on a piece of paper in the form of dots to signify specific alphanumeric characters.

Grants & Assistive Programs

There are numerous grants and assistive programs aimed at aiding individuals who are visually impaired. For example, the federal government, through the Department of Education, Federal Student Aid Grant Programs, provides numerous grant funds for students in college, university, or career school to cover their academic fees (Nam et al., 2013). The government is proactive in assisting the visually impaired; there are numerous other programs that offer the needed funding or support for attaining AT. They include The Assistive Technology Fund, which is only available for American citizens. The Association of Blind Citizens operates it (Nam et al., 2013). It offers the needed fund for visually impaired citizens by offering between 50% and 60% of the MSRP (Manufacturer's Suggested Retail Price) on AT.

When addressing AT for students with visual impairment, their welfare is protected by the Disabilities Education Act (IDEA) (Zhou et al., 2011). The regulation mandates that all school districts and learning institutions have AT be covered as part of the student's IEP (Individualized Education Program). However, data collected on the enforcement of the law identified that rural schools had fewer schools in rural America utilize AT compared to urban regions of the same state (Zhou et al., 2011). The data further identified that the scope of AT usage was dependent on teaching staff competence. Fewer teachers in rural areas are adequately trained on AT, reducing the probability of students attaining them.

Adaptive/Assistive Technology for the Visually Impaired

As previously, AT is essential for individuals with disabilities, such as the visually impaired. They improve various aspects of their lives, such as communication, education, transportation, and finally, reinforces independence. By offering individuals with a wide range of tools and programs to aid in their navigation of modern society, they increasingly become independent of assistance from others. The examples initially offered of braille and speech recognition are the most common technologies is used by individuals experiencing vision loss. It allows them to interact with the world by relying on their other senses, such as touch and hearing. By allowing individuals with blindness to read and write and interact with a computer, it will increase their confidence in self-management, thereby increasing independence. According to research by Joshi et al. (2013), such products have allowed millions of disable individuals to prevent regression into depression.

Social Determinants of Health Barriers

Under normal circumstances, health inequalities are mainly founded on socioeconomic statuses, gender, ethnicity or race, geographical region, and specific health condition. According to Lansingh et al. (2012), people in the medical field underestimate the prevalence of visual impairment in accessing primary care services (Lansingh et al., 2012). The notion is most apparent fir individuals experiencing a deteriorating vision. Due to their present but fading vision, most staff are unaware of the barriers that such individuals face. IT has resulted in a perception hindering the need to change and make positive improvements for individuals with visual impairment (Lansingh et al., 2012). However, with advancements in technology, devices such as blindness cane. Though it is an assistive technology, it allows the blind to navigate unfamiliar areas and identify obstacles ahead of them (Lansingh et al., 2012). With hospitals becoming bigger and more complex, they must be mandated by the law to consider the disabled.

Prevention of Secondary Conditions

When addressing secondary conditions, the term refers to the additional mental or physical conditions that transpire due to a primary disabling condition. The most common secondary condition is depression; according to Noh et al. (2016), depression in individuals with disabilities, his higher compared to the overall population (Noh et al., 2016). The data further identifies how the problem has become increasingly prevalent in the public healthcare sector. With the consideration that it is a primary contributor to suicide, cardiovascular conditions, and other diseases (Noh et al., 2016). Individuals with disabilities already undergo social ostracization being viewed as a burden.

However, with the aid of AT, as previously mentioned, it can aid in the prevention of the secondary condition. The notion is based on the fact that the devices allow visually impaired individuals to function normally in society (Noh et al., 2016). The braille system allows them to read and write, thereby making it possible to express themselves on paper. It is also present on modern computer keyboards that allow the visually impaired to operate computers with the aid of screen-reading software (Noh et al., 2016). Such minimalistic activities allow them to view themselves as contributing members of society.

Conclusion

The visually impaired are an example of the sizeable disabled community that has taken advantage of technology to improve their functionality as members of society. With increasingly more products being developed to aid the visually impaired, they are accepted as societal norms. The braille and screen-reading software are the most basic and common products available to aid the visually impaired. However, there are specialized devices used by the visually impaired to help them navigate other than the blindness cane. Depicting an improving acceptance of the visually impaired by the public.

References

Arthanat, S., Elsaesser, L., & Bauer, S. (2017). A survey of assistive technology service providers in the USA. Disability And Rehabilitation: Assistive Technology, 12(8), 789-800. https://doi.org/10.1080/17483107.2016.1265015

Hakobyan, L., Lumsden, J., O’Sullivan, D., & Bartlett, H. (2013). Mobile assistive technologies for the visually impaired. Survey Of Ophthalmology, 58(6), 513-528. https://doi.org/10.1016/j.survophthal.2012.10.004

Joshi, J., Goecke, R., Alghowinem, S., Dhall, A., Wagner, M., & Epps, J. et al. (2013). Multimodal assistive technologies for depression diagnosis and monitoring. Journal On Multimodal User Interfaces, 7(3), 217-228. https://doi.org/10.1007/s12193-013-0123-2

Lansingh, V., Carter, M., Ulldemolins, A., Valencia, L., & Eckert, K. (2012). Social inequalities in blindness and visual impairment: A review of social determinants. Indian Journal Of Ophthalmology, 60(5), 368. https://doi.org/10.4103/0301-4738.100529

Nam, C., Bahn, S., & Lee, R. (2013). Acceptance of Assistive Technology by Special Education Teachers: A Structural Equation Model Approach. International Journal Of Human-Computer Interaction, 29(5), 365-377. https://doi.org/10.1080/10447318.2012.711990

Noh, J., Kwon, Y., Park, J., Oh, I., & Kim, J. (2016). Relationship between Physical Disability and Depression by Gender: A Panel Regression Model. PLOS ONE, 11(11), e0166238. https://doi.org/10.1371/journal.pone.0166238

Zhou, L., Parker, A., Smith, D., & Griffin-Shirley, N. (2011). Assistive Technology for Students with Visual Impairments: Challenges and Needs in Teachers’ Preparation Programs and Practice. Journal Of Visual Impairment & Blindness, 105(4), 197-210. https://doi.org/10.1177/0145482x1110500402