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All Journal Jurnal ORTOPEDAGOGIA International Disability Innovation Journal
Maringgar Hangesti Putri
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Assistive Technology in Communication Development Learning for Deaf Students: A Literature Review Maringgar Hangesti Putri; Erfin Candra Hidayat; Tri Sedya Silo Pratiwi; Uswatun Khasanah
International Disability Innovation Journal Vol. 1 No. 1 (2025): Innovative Strategies and Inclusive Technologies for Special Needs Education in
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i1.43263

Abstract

Students with hearing impairments face significant barriers in accessing auditory-based information, particularly in the learning of sound and rhythm perception within communication training. With the advancement of technology, various assistive devices have been developed to support deaf and hard-of-hearing students in recognizing, understanding, and responding to auditory stimuli through visual, tactile, and multisensory approaches. This article aims to review the literature on the use of assistive technology in the teaching of sound and rhythm perception for students with hearing disabilities. The method used is a systematic literature review of articles and research findings published in the last ten years. The findings indicate that assistive technologies such as digital hearing aids, FM systems, auditory training applications, and visual-based software have contributed positively to enhancing the engagement and auditory perception skills of students with hearing impairments. However, the implementation of these technologies still faces challenges, including limited access, teacher training gaps, and curriculum adaptation. Therefore, collaboration among teachers, schools, parents, and policymakers is essential to ensure the effective integration of assistive technology in communication learning. This review is expected to serve as a reference for practitioners and researchers in developing inclusive education responsive to the needs of students with hearing impairments.
Use Of Assistive Technology In Learning To Read For Autistic Students (Case Study at DeWitt Middle School, Ithaca, New York State) Maringgar Hangesti Putri; Wiwik Widajati; Budiyanto Budiyanto
Jurnal ORTOPEDAGOGIA Vol 11, No 2 (2025): November (On Progress)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22025p%p

Abstract

This study aims to describe the planning, implementation, obstacles, and supporting factors in the use of assistive technology in reading instruction for students with autism at DeWitt Middle School, Ithaca, New York State. This study uses a descriptive qualitative approach with data collection techniques through interviews, observations, and documentation. Data analysis utilised data condensation, data presentation, and conclusion drawing and verification. The results of the study indicate that the planning of assistive technology utilisation was carried out through Individualised Education Programme (IEP) team meetings, which were responsible for determining the assistive technology appropriate to the students' needs. The procurement process is carried out by the Associate Principal of Inclusion through a submission to the ICSD Technology Department, with a provision time of between five days and one month. In the implementation of learning, assistive technology is used in an integrated manner through various media, including low-tech (printed books, flashcards), medium-tech (speakers, headphones), and high-tech (Chromebooks, various reading applications, and AAC iPads). This technology supports the process of early reading, reading comprehension, and alternative communication for autistic students with verbal impairments. The main obstacles encountered include difficulties for students in focusing their attention, limited ability to operate certain applications, and technical constraints such as unstable audio connections. Factors supporting the successful implementation of assistive technology include support from the school and district (ICSD), collaboration between the IEP team and parents, teacher training, and the availability of assistive technology that suits the needs of each student. This study concluded that the use of assistive technology at DeWitt Middle School has been well planned, implemented, and supported, thereby improving the motivation, participation, and reading skills of autistic students.
Co-Authors Budiyanto Budiyanto Erfin Candra Hidayat Tri Sedya Silo Pratiwi Uswatun Khasanah Wiwik Widajati