Page 12 - LESSION 22.pmd

Early Identification and Intervention

readers, and screen enlargement applications.

• Tools such as automatic page turners, book holders, and adapted pencil
Notes grips to help children with disabilities participate in educational activities

• Physical modifications in the built environment, including ramps, grab bars,

and wider doorways to enable access to school.
• Lightweight, high-performance mobility devices that enable to play sports
and be physically active

• Adaptive switches and utensils to allow those with limited motor skills to
eat, play games, and accomplish other activities

• Protective headgear that ensure the physical well-being of children with
epilepsy and enable them to participate in activities important for social well-
being
• A pressure relief cushion in a wheelchair that can protect a child with paralysis
from pressure sores and associated infections

• A communication board that can support a child with speech difficulties to
express themselves

• A screen reader that can make it possible for a child who cannot see to
access information on the Internet
• An alternative way of showing time that can help a child with an intellectual

disability

Some children with severe disabilities who are unable to attend school can access
education from home and communicate with others with the help of assistive
technologies. For example, ICTs offer new ways to break down accessibility
barriers and provide children with disabilities varied opportunities.

22.4.2 Barriers to Assistive Technology
Disability is related to the interaction between a child with impairment and an
environment with barriers that hinder his or her participation on an equal basis
with others. Assistive technology can help reduce or eliminate such barriers.

Some barriers to easy access to assistive technology are:

Lack of awareness: Many people with disabilities and their families have limited
awareness of assistive products and services.

Lack of governance including legislation, policies and national programmes:
For many states, provision of assistive technology is a relatively low area of
priority.

230 EARLY CHILDHOOD CARE AND EDUCATION