Using Technology on Academic Achievements of Students - Assignment Example

According to Hardman, Drew and Egan (2011, p. 23), assistive technology offers an opportunity for the disabled to demonstrate their mastery of skills and achievement of knowledge without unfair and limited restrictions because of their disabilities just like their normal peers. Lane & Bundy (2012, p. 45) asserts that assistive technology also encourages the access of those with a disability to assessment programs and more challenging programs and courses. Paris (2008, p. 36) conjectures that assistive technology should not alter the learning of intellectually impaired students. Donders and Hunter (2010, p. 67) assert that the applicants of this assistive technology should not permit or intend to offer an unfair advantage to those with disabilities over those taking the tests and having standardized conditions.

Turkington and Harris (2006, p. 43) claim that assistive technology should not invalidate results or alter the construct of the learning of disabled students. The assistive technology should also not substitute the abilities or knowledge that the students have not received. According to Bley, Thornton, and Bley (2007, p. 72), assistive technology is significant for students, and flexibility and changes in the method of response, timing, scheduling, method of response, and settings in the administration of the disabled student literacy assessments (Gargiulo and Metcalf, 2013, p. 39). This assistive technology should be suitable and meet the individual needs of vulnerable students, be used fairly, and be offered in a given assessment situation. According to Knoff (2006, p. 32), a large print or Braille version of the test is appropriate for those with severe visual impairment or the blind. The assistive technology for an individual should be after the diagnosis of a person who has a given disability (Ebersold, 2011, p. 76). They apply mostly in classroom assessments and high-stakes accountability testing in college exams or state-level assessments. According to Saklofske, Reynolds, and Schwean (2013, p. 26), assistive technology is helpful and a good idea for those with disability. However, it is significant to understand the effects that they can have on the disabled. They are helpful as they result in slightly higher scores for children with disabilities in their exams (Aitken, Fairley, and Carlson, 2012, p. 42).

The use of assistive technology also helps teachers to provide an accurate assessment of the student’s skills and knowledge. Further, the use of these technology-enabled devices in learning classrooms for intellectually disabled students can help them attain better grades and get recognition academically.