1. Assistive technology can help children to play their potential because it can help to take advantage of their intensity, overcome difficulties, enhance independence and self-reliance of a child although cannot eliminate or heal learning difficulties (Thiyagu, 2014).
2. Based on research of (Cook & Polgar, 2014), assistive technology used in a way that will bring greatly affects the lives of people who use them, and its important ethical issues must be considered, especially when applying it as reference frame in area of no-maleficence, autonomy, beneficence, fidelity and righteousness.
3. (DaCosta & Seok, 2014) maintain that teachers encourage to use the common tools and software for providing students with a variety of actions, expressions,
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Teachers may be difficult to provide assistive technology equipment, identifying the appropriate learning fabrics as well as use different teaching techniques depending on the student's learning needs (Petcu, Yell, & Fletcher, 2014).
22. A study conducted by (Munemo & Tom, 2013) shown that some of the school in Zimbabwe does not provide supportive technical, assistive technology and even does not provide print media, radio, large print materials, talk books and other advanced technologies.
23. (Saleem & Sajjad, 2016) recommended to improve the importance of the use of assistive technology to people with blindness for the purpose of daily life, study, recreation and other.
24. One of the assistive technology is text-to-speech software that can assist students with monitoring and revising their typed work as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Zhang, 2014).
25. According to exploration of (Alnahdi, 2014), assistive technologies serve to increase both the functional performances and the academic success of the students.
26. General and special teachers need to be familiar with instructional and assistive technology so that they can embed the technology under technical guidance to meet the needs of all students (Flanagan, Bouck, & Richardson,
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(Davis, Barnard-Brak, & Arredondo, 2013) state that the process of identifying assistive technology needs varies roles of assisting technical experts who will responsible for evaluation students’ technical devices and