By Fernando A Ed Auat Cheein
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Additional info for Assistive Technologies
Lisa chooses to use MyTobii for this assignment, and she and her teacher sit close side by side at the computer. Lisa concentrates on focusing her eyes on the letters she wants to write in order to tell her story. It takes quite some time to write a whole sentence, and after a while she gets tired and they switch over to using the BigKeys. Every time Lisa tries to write the letter “A” nothing happens. She tries over and over again, but nothing happens. Lisa gets very upset by this, and after some time the teacher also gets a little bit frustrated.
Thus, Lisa`s empowerment is made possible through three interrelating circumstances; (i) her mastering of the useful and compatible assistive ICT, (ii) her presence and participation in the classroom, and (ii) her classmates recognition of her competence. I find this investigation of what is done in practice, what relations it emerges from, and what effects it brings along to illuminate how the socio-material practices in which the these things takes place are not given but effects of socio-material interactions, relations and orderings.
3 Useless and incompatible assistive ICT Anna is now in seventh grade, and she very often experiences her assistive ICT to be incompatible with ordinary ICT. At school Anna uses the following assistive ICTs screen magnifier, screen reader, speech synthesis, and Braille display. She also uses assistive technologies such as whiteboard camera and reading TV at school. Anna enjoys school and takes pride in her homework. She attends her regular class the whole time at school, but because she needs a lot of space for all her assistive technologies she is seated a bit on the side of the rest of the class.
Assistive Technologies by Fernando A Ed Auat Cheein