Twenty percent of the world's population lives with functional problems, meaning they cannot perform certain activities without help. Some functions like walking or climbing stairs are so basic that most people take their ability to do them for granted. The inability to perform such basic functions negatively impacts a person's quality of life and sense of independence.
Adaptive and assistive technologies are two approaches for supporting students with disabilities (SWD). Adaptive technology refers to using existing tools and systems to support learners with disabilities. The keyword here is “existing.”
Adaptive technology is not about inventing new ways of doing things, but adapting existing tools. Examples of adaptive technologies are the additional features on a wheelchair, such as batteries and AI-powered navigation. They are not essential, but they do enhance the user experience.
Assistive technology, on the other hand, is more innovative. The wheelchair was developed to help people with disabilities move around and perform tasks. It started out as a simple mobility device. Thanks to adaptive features, it has developed into a versatile machine, one capable of folding, reclining, and rising to enable today’s users do things they couldn’t do 20 to 30 years ago.
In special education, assistive and adaptive technologies come together to enhance students’ learning experiences and outcomes. Technology-aided architectural and construction designs are examples. Barrier-free and disability-friendly structures facilitate the seamless movement of students from one floor or building to another.
Buildings designed to facilitate seamless access for students who use wheelchairs serve an adaptive role. To better understand how adaptive interventions combine with assistive ones, picture an old building with only a staircase. The building can be modified with an elevator or a ramp to facilitate access for a wheelchair.
Incorporating AI-powered self-driving mechanisms and long-lasting batteries, both existing technologies, can make wheelchairs more adaptable and maneuverable. Students who cannot access the school bus because of their wheelchairs can have their family car fitted with robotic technology to facilitate their movement in and out of the car. Those who cannot use a keyboard can have their computers modified with speech-to-text technology. These are some points where adaptive and assistive technologies converge to enhance students' experiences.
Understanding what adaptive and assistive technologies are and are not is just as important as knowing how the two work together. A good understanding informs special needs education by enabling stakeholders to find the right tools and respond effectively.
Common misconceptions surround adaptive and assistive technologies. Assistive technology is not cheating and does not fix learning challenges. It does level the academic playing field, giving SWDs a chance to catch up with students without limitations.
Although they serve a similar function, the terms assistive technology and adaptive technology mean different things and should not be used interchangeably. Items need not be tech-enabled and can sometimes be both assistive and adaptive. To avoid confusion, it’s best to consider things designed to enhance the (assistive) services already being offered to persons with disabilities as adaptive.
Technology plays a vital role in helping learners with disabilities move around and accomplish tasks. Some inventions, like the wheelchair, have given SWD a sense of independence because they do not need to rely on other people to perform basic functions. Whether assistive or adaptive, the technologies enhance inclusivity and learning outcomes.
