scholarly journals State of the Research on Artificial Intelligence Based Apps for Post-Secondary Students with Disabilities

2022 ◽  
Vol 31 (1) ◽  
pp. 62-76
Author(s):  
Catherine Fichten ◽  
David Pickup ◽  
Jennison Asunsion ◽  
Mary Jorgensen ◽  
Christine Vo ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Scientific Literature ◽  
Popular Press ◽  
Post Secondary ◽  
College And University ◽  
Definition Of ◽  
Google Search ◽  
Post Secondary Students

We conducted a general Google search and a scoping review of various types of artificial intelligence (AI) based technology – mobile, web-based, software, hardware – used by college and university students to do schoolwork. The main findings indicate that (1) there is no generally agreed upon definition of AI, and (2) there is a huge discrepancy between the popular press articles that are behind the AI hype and the scientific literature. The popular press provides an overview of the AI tools available to students with disabilities and discusses how students can use these tools. The scientific literature is primarily devoted to tool development and has poor methodology. We conclude that the potential of AI for post-secondary students with disabilities is enormous, but that informed research about these tools is scant, with a profound lack of demonstrated scalability. Research needs to address “real-world” uses of AI-based tools by post-secondary students with disabilities.

Artificial intelligence for students in postsecondary education

AI Matters ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 17-29
Author(s):  
Natalina Martiniello ◽  
Jennison Asuncion ◽  
Catherine Fichten ◽  
Mary Jorgensen ◽  
Alice Havel ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Secondary Students ◽  
Secondary Level ◽  
Advisory Board ◽  
Post Secondary ◽  
Post Secondary Students

AI-based apps can facilitate learning for all post-secondary students and may also be useful for students with disabilities. Here we share some reflections from discussions that took place during two advisory board meetings on the use of such apps for students with disabilities at the post-secondary level.

Social Support and Barriers to Post-Secondary Education: Experiences of Students with Physical Disabilities in Canada

1996 ◽  
Vol 59 (12) ◽  
pp. 575-580 ◽  
Author(s):  
Martin P Anderson ◽  
Helen M Madill ◽  
Sharon A Warren ◽  
James W Vargo
Keyword(s):  
Social Support ◽  
Social Network ◽  
Secondary Education ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Structured Interview ◽  
Support Network ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Post Secondary Students

Individuals with disabilities are less likely to receive post-secondary education than their non-disabled peers. This may be related to the barriers faced by students with disabilities or a lack of appropriate support in addressing them. A group of post-secondary students with disabilities (n=24) and a group of non-disabled post-secondary students (n=66) completed the Perceived Support Network Inventory (PSNI) and a semi-structured interview which included social network mapping. Using a case-control, cross-sectional research design, the results showed that social network composition did differ between the groups and gender was significantly correlated with overall social support (p<0.0001). Students with disabilities included, on average, more professionals in their social network. Females with disabilities received higher PSNI scores, suggesting greater use of social support than males in this sample. A set of social support themes emerged from the content analysis performed on the interview data that were unique to the students with disabilities: overcoming barriers, emotional support and ongoing adjustment to disability. The clinical implications of these findings for occupational therapy practice are discussed along with suggestions for future research.

INNOVATION SUPPORTING POST-SECONDARY STUDENTS WITH DISABILITIES

2016 ◽  
Author(s):  
Charles Anyinam ◽  
Sue Coffey ◽  
Rick Vanderlee ◽  
Celina Da Silva ◽  
Frank Smith ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Post Secondary ◽  
Post Secondary Students

scholarly journals Information and communication technology related needs of college and university students with disabilities

2012 ◽  
Vol 20 ◽  
Author(s):  
Catherine S. Fichten ◽  
Jennison V. Asuncion ◽  
Joan Wolforth ◽  
Maria Barile ◽  
Jillian Budd ◽  
...  
Keyword(s):  
University Students ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Information And Communication Technologies ◽  
Learning Technology ◽  
Post Secondary ◽  
College And University ◽  
Information And Communication ◽  
E Learning ◽  
At Home

Purpose: To explore variables related to how well the information and communication technologies (ICTs) related needs of students with different disabilities are being met on campus at institutions of higher education, at home and in e-learning contexts. We also explore the disciplines and programmes pursued by students with different disabilities and the specialised ICTs they use. Method: A total of 1,354 Canadian university and junior/community college students with various disabilities completed the POSITIVES Scale. Results: Post-secondary students often have several disabilities which may affect how easily they can use ICTs. Students’ disabilities also influence the specialised ICTs they use and how well their ICT-related needs are being met. While the findings indicate that, overall, students’ ICT-related needs are generally well met, the results also show that these are better met on campus than at home, and at colleges than at universities. This is not related to institution size or to students’ disciplines. Conclusions: Our results show more favourable than unfavourable findings. Nevertheless, there are concerns around the availability of computers with adaptive software/hardware in specialised laboratories as well as with institutional ICT loan programmes; funding for ICTs for personal use; training, both on and off campus; and technical support off campus.Keywords: college university students; disabilities; POSITIVES Scale; ICT needs; e-learning(Published: 19 December 2012)Citation: Research in Learning Technology 2012, 20: 18646 - http://dx.doi.org/10.3402/rlt.v20i0.18646

scholarly journals Mobile Technologies That Help Post-Secondary Students Succeed: A Pilot Study of Canadian and Israeli Professionals and Students With Disabilities

2019 ◽  
Vol 4 (3) ◽  
pp. 35 ◽  
Author(s):  
Catherine Fichten ◽  
Mary Jorgensen ◽  
Laura King ◽  
Alice Havel ◽  
Tali Heiman ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Mobile Devices ◽  
Secondary Students ◽  
Mobile Device ◽  
Preliminary Investigation ◽  
General Purpose ◽  
Mobile Technologies ◽  
Post Secondary ◽  
Personal Mobile Devices ◽  
Post Secondary Students

In this preliminary investigation we examine the uses of mobile devices such as smartphones, tablets and laptops for (a) non-academic and (b) academic purposes in the post-secondary classroom, as well as for (c) academic tasks outside the class by post-secondary students with disabilities. Integration of smartphones and other mobile devices into the learning process is innovative, challenging and highly relevant for post-secondary education. Also, research shows that post-secondary students like courses where use of their personal mobile devices in class is allowed. To explore how students with disabilities use their mobile devices we held four focus groups, with six to eight participants each: two in Canada (one for students with disabilities, one for professionals who assist students with disabilities) and two in Israel. The findings show that students with disabilities use their mobile devices for all the same reasons as nondisabled students. In addition, students with disabilities use general purpose mobile device features and apps as assistive aids. Implications of the blurring of the distinction between assistive and general use mobile device features and apps for the academic inclusion of post-secondary students with disabilities is discussed. It appears that for many students with disabilities, access to their personal mobile devices for academic purposes, both in and out of the classroom, is essential to ensure their full inclusion.

scholarly journals Charting the Landscape of Accessible Education for Post-secondary Students with Disabilities

2016 ◽  
Vol 5 (2) ◽  
pp. 31 ◽  
Author(s):  
Elizabeth Marquis ◽  
Ann Fudge Schormans ◽  
Bonny Jung ◽  
Christina Vietinghoff ◽  
Rob Wilton ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Post Secondary ◽  
Post Secondary Students

scholarly journals Transition to Employment: A Guide for Supporting Post-Secondary Students with Disabilities

10.32393/tte ◽  
2021 ◽  
Author(s):  
◽  
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Career Services ◽  
Post Secondary ◽  
Disability Support ◽  
Transition To Employment ◽  
Post Secondary Students

This guide is a resource for supporting post-secondary institutions, namely representatives from career services, co-operative education, and disability support offices. The guide is designed to help those supporting post-secondary students with disabilities as they transition to the workforce.

The iPad as a mobile assistive technology device

2015 ◽  
Vol 9 (3) ◽  
pp. 127-135 ◽  
Author(s):  
Linda Chmiliar ◽  
Carrie Anton
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Technology Use ◽  
Case Study Research ◽  
Content Type ◽  
Post Secondary ◽  
Self Discovery ◽  
Technology Tool ◽  
Post Secondary Students

Purpose – The purpose of this paper is to present the viewpoint of the authors on the use of the iPad as an assistive technology tool for post-secondary students with disabilities. Design/methodology/approach – Although this paper is not classified as a research article, the viewpoints discussed by the authors are related to a pilot study and continuing case study research they are conducting. Findings – The authors indicate that they have been surprised at the positive results they have observed in the iPad implementation, particularly with students moving to the iPad to continue their studies at the completion of the research. Practical implications – This paper discusses the opportunities and limitations afforded by the use of the iPad with post-secondary students as well as suggestions for implementation. Social implications – After decades of experience in the field of assistive technology, the authors are becoming convinced that the iPad offers significant opportunities for learning for students with disabilities. One of the exciting parts of being involved in these iPad studies has been to observe: the transformation of student study skills, the increased student self-discovery around how they learn, and the increase in student confidence in technology use. Perhaps rather than labeling the iPad as a mobile device or an assistive technology tool, the authors need to look at different terminology to define it. The ownership of this device by post-secondary students is growing every year, and it is a device that does not set students with disabilities apart from their peers. It is a device that can effectively support student learning through built in accessibility features and the use of commonly available and used apps. Perhaps using the term “equalizing technology” to describe the iPad might be more appropriate. Originality/value – This paper discusses the opportunities and limitations afforded by the use of the iPad with post-secondary students as well as suggestions for implementation. This is a rapidly developing area in universities and colleges around the world.

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