USING ASSISTIVE TECHNOLOGY TO PROMOTE ADULT EDUCATION AND LEARNING AMONG LEARNERS' WITH DISABILITIES IN AN ACADEMIC ENVIRONMENT
Creators: name: OJO, Florence Olufunbi
Publisher: name: Zenodo
Year: 2024

description: Abstract

The marginalization and social exclusion of learners’ living with disabilities from meaningful participation in life and communities undermine their prospects to learn, grow and develop. Leaners disability issues has significantly grown across every spheres of life. Society classified individuals with disability as severely disabled exposing them to discrimination and denying them access to quality education and all; this result in illiteracy and low skills especially among adult with disabilities, contributing significantly to high level of unemployment and poverty.

In a democratic setting, learners regardless of their disability deserves nothing less but quality education and training that will provide them with opportunities for life-long learning, the world of work and meaningful participation in society and to become productive citizens. The use of technologies is a key requirement to help adult learners with disability to develop independent thinking skill, self-reliance, increase autonomy, develop problem-solving skills, facilitate a sense of continuity and become more actively involved in their educational activities at home, schools and community. Assistive technology will help to enhance the teaching of adult learners’ with disabilities, and collaborate effectively with the community through Adult Education programs. Hence the study examines the use of assistive technology in promoting Adult Education and learning among learners with disabilities in an Academic setting.

Keywords: assistive technology, Adult Education, Learners, disabilities, Academic setting

10.5281/zendo.12752087

Introduction

Globally, 180 million young people between the ages of 10-24 live with a physical, sensory, intellectual, or mental health disability significant enough to make a difference in their daily lives. The vast majority of these young people about 80% live in the developing world. There are more disabled people today than there ever in the past and the numbers are likely to increase substantially over the coming decades.

According to World Health Organisation states that disability is the outcome or result of a complex relationship between an individual health conditions and personal factors and of the external factors that represent the circumstances in which the individual lives’’. Disabled individuals experience discrimination and are excluded from social, economic and political life of the community. Because of the cognitive dissonance among disabled learners they often experience difficulties in academic areas as well as social and emotional development. However, major problems are more often found in specific areas as reading, writing, and doing arithmetic (Basic literacy) which are core fundamentals of Education. These learners are far behind in the acquisition of cognitive skills. Adult within this tendencies more often than not are unable to acquire language and arithmetic skills (Dhanda and Jagawat, 2013).

Adult Education as a discipline came to correct the abnormality that formal education is the best leaving the non-formal education to those with inability to read and write. Adult Education is not perceived to be the ability to read and write only but ways to solve life complex problems and the ways of proffering solutions to them. The pride of Adult education has gone beyond reading and writing but the ability to empower individual with life –long Learning irrespective of learners challenges and backgrounds. As much as there is dare need to promote Adult Education for learners to identify societal challenges, its teaching requires instructional materials to help convey to the learners. Learners with disabilities who are adult won’t appreciate the importance of Adult Education as a discipline, because the disability has created a disadvantage for them making them vulnerable in the society but nevertheless it is not to say they are excluded in the socio-economic development.

The Global trend of Adult Literacy Showed that 102 million of the illiterate populations were aged 15 and 24 who lacked basic writing and reading skills. Some reasons are not farfetched, though it varies from disabilities, poverty, lack of good health, malnutrition amongst others. But majorly, adults with disabilities are at the receiving end making them vulnerable in the society; is the reason why inclusion of Adult Learning and Education envisioned a socially-democratic educational setting that foster the development of learners to balance the unity and diversity of democratic citizenship, adopting a curriculum that is flexible, participatory and accessible to learners regardless of their abilities (Federal Government of Nigeria, 2004 and Omodan, 2019). In the same vein, there has been a debate on the efficacy of inclusion and conventional system of education among policy makers (Federal, state and local), educators, parents and even persons with disabilities in Nigeria (Komolafe, 2020). However, the 21st century Adult Learning and Education (ALE) is designed to provide learning techniques using emerging technologies for learners with disabilities.

 

Adult Education within the wider Spheres of learning and development

Adult Education does not necessarily serves as means to an end. Adult Education is an integral part of Life Long Learning, which is embedded in the Education 2030 Framework for Action (FFA). The FFA calls for “lifelong learning opportunities for all, in all settings and at all levels of education. It also commits to ensure that youth and adults achieve relevant and recognized functional literacy and numeracy proficiency levels and acquires life skills, and that they are provided with adult learning, education and training opportunities.”

So, adult with learning disabilities should not be disadvantaged because Nigeria as a member state has signed and ratified the UN convention on rights of persons with disabilities, Article 24 provides that all schools must be inclusive and accessible to all the Children and adults including those with disabilities. Learners with physical disabilities like their other counterparts who are fit physically may require Adult Education and Lifelong Learning as a means of self-actualization (Ijadunola et.al 2018). Adult education for learners with disability is aimed at enabling them to learn in the least restrictive manner so that they are empowered to contribute maximally.

The UN convention on rights of persons with disability which Nigeria is a signatory guarantees equal opportunities including educational opportunities for both physically fit individuals and those with disability.

Every adult has unique characteristics, interests, abilities and learning needs. Different scholars have come up with various definitions but howbeit there is no general definition of the concept of Adult Education. Simply put, UNESCO refers to Education specifically targeting individual who are regarded as adult by the society to which they belong to improve their technical or professional qualification further develop their abilities, enrich their knowledge with the purpose to complete a level of formal education, or to acquire knowledge, skills and competencies in a new field or to refresh or update their knowledge in a particular field.

So adult with learning disabilities are not to be disadvantaged as Nigeria has signed and ratified the UN convention on rights of persons with disabilities, Article 24 which provides that all schools must be inclusive and accessible to Children and adults including those with disabilities.  

Learners’ Disabilities in Retrospect

Adult learners with disabilities are those who have long-time physical, mental, emotional, or sensory impairments, whose interaction with the different attitudinal and environmental barriers prevent them from full and or effective performance within the society on an equal basis with others (Convention on the Rights of Persons with Disabilities, 2016). These disabilities needed to be assisted with the use of technology to aid their learning and development. According to World Health Organisation (WHO) sensory impairment is any loss or abnormality of psychological, physiological or anatomic structure or function. Adetoro, (2012) and Eskay and Chima, (2013) described learners with impairment as those with an ophthalmological challenge. That is, they are individuals with little or non-functional vision. Consequently, one or more parts of their eyes become damaged causing loss of vision, whether severe or mild. It has been categorized into (a) the blind; (b) the partially sighted and (c) the low vision (Eniola, 2008).

The disabilities adult often encounter comes in three forms and is literally explained below;



   Dyslexia: this term is associated with difficulty in reading and affects learners’ ability to recognize and manipulate the sounds in language as well as problems with decoding and recognizing new words. Persons suffering from this have difficulty with learning to read accurately and fluently.

   Dysgraphia: also known as writing difficulty. Learners with dysgraphia have difficulties in organizing and expressing their thoughts and ideas in written form. It impacts the basic writing skills of handwriting, typing and spelling.

Dyscalculia: this is associated with the problem of remembering and correctly applying the steps in mathematical problems.


The above disabilities faced by adult learners can be assisted with technological devices to aid their learning and development.



  Numeracy technological tool: this include electronic mathematics worksheet to assist adult to solve arithmetic problems through the basic mathematic sums with the use of computer. Numeracy as part of the basic skills in adult education, but for adult with disabilities, use of talking calculator will assist them to speak numbers, symbols and other operation keys with the use of speech synthesizer, especially when learners presses the keys (Adebisi, Liman and Longpoe, 2015).

Listening technological tool: Frequency Modulation (FM) listening tool is used with the help of small size transmitter unit, together with microphone. This tool re-directs the voice of learner to his or her ear and makes the voice louder (Isiaku, et al 2021). It helps adult learner to get across the message within classroom learning or outside.

 K-3000 tool: Four studies (Chiang and Jacobs, 2010, Harper, 2016; Nordstrom et al., 2018, Ghazi 2018) observed that teachers reported not only enhancement of the reading and development but also of learners’ writing comprehension. This was as a result of the effectiveness of K-3000, a software program to check dentitions of words and spelling. Their reports suggested that the usage of the app facilitated the skills needed for writing comprehension and positively contribute to writing skills regarding the structure of the text. The device Livescribe Pen (LSP) is use to develop word vocabulary, creating bullet points and writing in a comprehensive manner(Harper, 2016). This intervention gives learner the ability to design and develop strategies for home work success (Tony, 2019).

 Also, Akpan, 2013 observe cognitive tools that support problem-solver critical thinking and engagement such as closed circuit monitors, braille readers, voice- activated software, TTY telephones and motorized wheel chairs, with this learner will be equipped for learning activities that might have be difficult or impractical otherwise (Moore, 2012; Smith and Dangiolo, 2009; Cook and Hussey, 2010, Day and Huefer, 2010).


All technological tools mentioned above makes knowledge more accessible to struggling adults; giving them skills that would have been otherwise impossible, impractical and costly.  In recent years, researchers have become increasingly interested in investigating the use of technological devices to enhance the achievement of learners living with disabilities (Starcic and Istenic, 2010; Susan, 2009 and Wood, et.al, 2017). These studies have demonstrated that assistive technology is a potential aid to promote the educational needs of learners with learning disabilites and the integration of technology is important to increase the efficiency of learning among individuals with learning disabilities (Starcic and Istenic, 2010 and Wood, et.al, 2017).

Inclusion of Adult Learning and Education for persons with Disabilities

Inclusion of Adult Learning and Education envisions a socially-democratic educational setting that fosters the development of the community of learners, while attempting to balance the unity and diversity of democratic citizenship, and adopts a curriculum that is flexible, participatory and accessible to learners of all abilities (FGN 2004, Omodan, 2019). In the same vein, there has also been a long time debate on the efficacy of inclusion and conventional system of education among policy makers and even persons with disability in Nigeria (Komolafe, 2020). However, the 21st century Adult Learning and Education (ALE) is tailored towards ensuring that learning techniques is interactive, stimulating and inclusive. Hence, the relevance of assistive technology will help in promoting Adult education among learners with disabilities within a conventional classroom and any route the learners willing to operate on.

 

Assistive Technology (A.T): its relevance in the Learning environment 

According to the Individuals with Disability Education Act (IDEA), any equipment that is used to improve the functional capabilities of individuals with disabilities is considered as Assistive Technology (AT). This ranges from computers, software program, modified desks, writing aids, paper holders, tape recorders, audio books, headphones, visual turners, and page turners used to increase, maintain, or improve the functional capabilities of people with disabilities in their daily activities (Kumar and Raja, 2010; Shi, et al., 2011). The assistive technology is the keystone for a fruitful, modern educational process including learners with disabilities. Assistive Technology helps and supports the involvement of learners in the learning process in overcoming some of the effects of their disability as well as possible barriers that traditional education approach created. AT enable learners with disabilities explore their cognitive potential, interacting, and controlling certain aspects of their environment. It also gives opportunities to access the curriculum at the adequate level, providing facilities as well as incentives for learning.

 

Assistive Technology: Synergy between Teacher-Student

The importance derived from AT cannot be over-emphasized. The use of Assistive technology improves the level of confidence and knowledge (Stoner, et al., 2018; Flanagan et al., 2013; Chiang and Jacobs, 2010). Educators revealed their specific skills related to assistive technology impacted their level of confidence such as knowledge; knowing how to handle and set up AT and how to customize it as an effective tool for specific Adult learning and development (Flanagan, et al., 2013). AT is a powerful tool to enhance learning for those having difficulty in writing and reading (Nordstrom, et.al 2018; Flanagan et al 2013 and Stoner, et.al 2008.

The AT is aligned with the understanding of learners need, teachers-learners relationship and an active learning environment. Also, formation of personalized learning environment will be useful for educators to understand the needs, preference and experience of their learners, from the teacher-student relationship, a bio-ecological model suggests that the process of learning and development takes place through teacher-student interactions in the classroom (Taylor and Gebre, 2016). According to bio-ecological model Adult learn and develop through teacher-student interaction, instruction and participation in educational activities. However, to manage teacher-student relationship, teachers might capitalize adult experiences on their contexts by positive interaction in the classroom. By this, teachers can maximize the effectiveness of AT among learners through individualized instruction and teaching. Various studies have argued that the social interaction involved in assistive technology will benefit adults by increasing learners’ perception of plurality, stimulating empathy, and promoting intellectual skills (Hassan,et al., 2017).

Today, Adult educator can use AT to design, modify and plan effective instruction to teach inquiry based lessons and as instructional tool to help learners with special needs

Hindrance to the use of assistive Technology 



 Raising the awareness of disabilities and the adoption of inclusive technologies to promote Adult Learning and Education has been challenging. The prevailing disability aged 6-17 is half of those aged 18-55, potentially reflecting the progression of a disability based on age. This can be as a result of parental stigma or the difficulty parents encounter when giving birth. Disabilities in institutions are under-reported limiting provisions to learners thus impeding the learning process (Hincapie, et al., 2019).

Lack of rigorous and comparable data, combined with absence of evidence of successful programs often hampers the understanding of learners’ with disabilities in learning and development.

Time and lack of access to internet facilities can demoralize the interest of disabled adult to achieve learning outcomes.


 

Conclusion

Technologies such as smartphones and tablet PCs have emerged to uplift the depleted state of education, giving encouragement and hope to disadvantaged adults. Adult education and learning have been promoted widely beyond the facet of reading and writing, especially for adults with disabilities, using assistive technologies for their life-long learning and grasping opportunities within their reach.

 

Provision of AT programs serves as the best success within and outside the academic environment for adult learners. Denying them these options will exacerbate their special needs effect. Educators, parents, caregivers, and learning communities must continue to express concern for the welfare of adults with disabilities and continue to act as strong advocates for equitable distribution of AT resources to persons with disabilities.

 

Recommendations 

The followings were recommended;

1)      Institutions, instructional experts, curriculum designers and government agencies must consider meeting the needs of persons with disabilities in their various fields by removing difficulty in learning, providing support, care and facilities that can aid adult success academically, morally, intellectually and in all spheres.

2)      There is need to provide training to Adult Educators who will guide adult learners to be familiar with the use of these technological devices for optimal performance.

3)      A well laid structures should be put in place for proper storage of technological devices

4)      Adequate funding should be made at grass root, state and federal levels for adults who cannot afford these technological devices so as to enable them have access to educational opportunities.

5)      Awareness and sensitization across adult education programs for disadvantaged adult. 

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