Another category of assistive technology widely used in inclusive classrooms is alternative input devices. These are hardware devices designed to replace or supplement standard computer keyboards and mice, enabling students with physical disabilities to interact with digital content. Examples include adaptive keyboards, joysticks, switches, and voice recognition software.
Adaptive keyboards, for example, feature larger keys or customized layouts to support students with motor difficulties. Switch devices, on the other hand, allow students with limited mobility to control a computer or communication device using a single button or touchpad. According to Bryant and Bryant (2011), these tools significantly increase classroom participation and reduce barriers to learning for students with physical impairments.
A key strength of alternative input devices is their ability to customize learning experiences based on individual needs. Teachers can select devices tailored to each student’s specific motor abilities and preferences, ensuring that no learner is left behind. For instance, a student with limited hand movement might use a head-controlled joystick, while another with speech capabilities might prefer voice recognition software.
However, one of the challenges associated with alternative input devices is their cost and availability. In many developing contexts, including Bhutan, schools may lack the financial resources to acquire and maintain such specialized equipment. Moreover, both students and teachers require training to use these devices effectively, and without adequate support, their implementation may fall short of intended outcomes (Alnahdi, 2014).
Despite these limitations, the appropriateness of alternative input devices in inclusive classrooms cannot be overstated. They enable students with severe physical disabilities to participate in digital learning environments, complete assignments, and engage in communication with peers and teachers. This fosters a sense of belonging and ensures that all students, regardless of their abilities, have equitable access to education.
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