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Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...
Studies have shown that many children who use AAC have literacy experiences that are reduced quality, quantity, and opportunity at home and at school as compared to children without disabilities. [103] [107] [108] Research suggests that with explicit reading instruction, AAC users can develop good literacy skills. [95] [96]
Most models describing reading skills are based on studies of children with typical hearing. [102] One such widely applied model, the simple view of reading, [103] identifies decoding (matching text to speech sounds) and fluency in a first language (its vocabulary and syntax) as being foundational for fluent reading. [102]
Conventional assistive technologies patent filings between 2013 and 2017. 177,398 patent families have been filed. 64% of the filings are in the Mobility assistive technology. Emerging assistive technologies patent fillings between 2013 and 2017. 15,592 patents families have been filed. 32% of the filings are in the Hearing assistive technology.
Technology is another avenue of intervention, and can help children whose physical conditions make communication difficult. These devices are equipped with assistive technology features that enable the user to express themself, interact with peers, and be able to participate in all aspects of life.
With currently available technology and interventions, children are likely to successfully achieve age-expected spoken language skills. Technology such as cochlear implants, hearing aids, and bone-anchored hearing aids can potentially help provide access to spoken language. This access can vary greatly from person to person due to factors such ...
The effective of electronic fluency devices as measured by qualitative measures and ratings by stutterers have also been made. Studies show that some stutterers report improved fluency and confidence about speaking, and less severe stuttering and some carryover effects; the device is perceived as being particularly useful on the telephone.
The use of assistive technology and devices provides this community with various solutions to their problems by providing higher sound (for those who are hard of hearing), tactile feedback, visual cues and improved technology access. Individuals who are deaf or hard of hearing utilize a variety of assistive technologies that provide them with ...
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