Reflection on Assistive Technologies.

One of the element in establishing an inclusive and accessible learning environment for students with different needs and abilities is assistive technology. By offering equal learning opportunities, such technologies as sensor-based chairs, tables, and doors, as well as computer equipment like smart boards with engaging and interactive features, help to create a play level field for all types of learners, regardless of their disabilities. In a single classroom, this kind of assistive technology serves students with disabilities in addition to fit in various learning styles. There is no one assistive technology that works for everyone, just as there is no one learning theory that works for everyone (Tomlinson, 2014). Each student has unique needs, so what works well for one might not work at all for another. Therefore, a combination of one-on-one support and diverse resources is usually needed to meet the broad needs of students in inclusive settings. Smart Boards The smart board is among the most helpful tools in inclusive classrooms. The interactive display allows students to interact with the content directly through touch-sensitive screens. Smart boards accommodate various activities such as writing, drawing, and dragging objects, making learning fun,interactive and interesting. Smart boards facilitate various learning styles. For instance, interactive images, videos, and charts are for visual learners, while kinesthetic learners can touch and use the board themselves, making learning interactive and hands-on (Rose & Meyer, 2002). Such flexibility is particularly convenient in inclusive classrooms, where students with different cognitive and physical abilities are able to learn in accordance with their needs. Smart boards facilitate more student participation because students can actively participate in the learning process, leading to better academic performance and teamwork. Smart boards also make it easier to use multimedia content, including interactive problems, animations, and videos. Children with cognitive or learning disabilities benefit greatly from multisensory learning because it enables them to process and abstract information through both tactile and visual input. Since, they enable students to collaborate on the board and share ideas in a dynamic and communal manner, smart boards also support collaborative learning. However, it must be indicated that smart boards on their own are not sufficient for all learners with disabilities. In order to be rendered fully accessible, smart boards ought to be complemented by access technologies such as screen readers or large print display for visually impaired students. The teaching staff also need to be trained on the proper usage of the boards to facilitate their utilization in a way that benefits all the students. Sensor-Based Technologies Students with physical disabilities greatly benefit from sensor-based technology, such as sensor based tables, chairs, and doors. Heavy doors no longer need to be pushed due to sensor-based doors, which have invisible motion sensors that open automatically upon approach. This technology removes a major physical barrier for students with mobility issues or in wheelchairs, allowing them to enter and exit the classroom independently and with a stronger sense of belonging. Similarly, sensor-based tables and chairs provide individualized adjustments to cater to students' physical requirements. For instance, sensor-based chairs have the ability to automatically change their height and backrest to offer support for a student's posture so that they can sit relaxed and comfortable. Sensor-based tables can also be adjusted in height, allowing students the choice to study either sitting or standing. These well-designed, user-friendly assistive technologies enable students to focus on learning and not on how to deal with discomfort from improper seating. This type of readily available user-friendly assistive technology not only increases physical comfort but also student motivation, focus, and academic performance (Dell, Newton, & Petroff, 2017). Sensor technology enables the development of an accessible and comfortable classroom by removing mobility-related barriers and introducing mobility support for students who require it. These technologies enable students to navigate and engage more actively in class activities. However, resources and student needs play a major role in how user-friendly the sensor-based technologies are. For instance, students with mobility impairments can use sensor-based doors, but students with sensory processing disorders may find them disruptive. Similarly, students who are extremely sensitive to environmental changes may find sensor-based tables and chairs overwhelming. As a result, these technologies must be introduced gradually while taking into account each student's unique needs. To make the learning environment responsive to the various needs of every student, sensor-based technologies must be combined with other assistive technologies such as text or screen reader, font size changing featires for visibility purpose and others in inclusive classrooms. Furthermore, to make the most of these technologies, teachers must receive proper training about how to use those assistive technologies in classrooms to make best use of it ensuring it caters to different learning styles. In order to effectively use these tools in the teaching and learning process, teachers must become aware of the individual needs of each of their students.