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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

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Technological devices for deaf-blind children: needs and potential impact.

A J Szeto¹, K M Christensen

¹San Diego State Univ., CA.

IEEE Engineering in Medicine and Biology Magazine : the Quarterly Magazine of the Engineering in Medicine & Biology Society

|January 1, 1988

Summary

Technology can enhance communication and education for congenitally deaf-blind children, enabling more productive lives. Further technological development is crucial for their inclusion and independence.

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Area of Science:

Assistive Technology
Special Education
Communication Sciences

Background:

Congenitally deaf-blind children represent a unique population with significant challenges in accessing education and communication.
Current educational and communication strategies for this group are limited in scope and effectiveness.

Purpose of the Study:

To explore the potential of technology to improve the lives of congenitally deaf-blind children.
To review existing and emerging technologies that can aid in the education and communication for this population.

Main Methods:

Descriptive review of the deaf-blind population.
Summary of current educational and communication efforts.
Analysis of available and emerging assistive technologies.

Main Results:

Technology offers promising avenues for enhancing educational and communication outcomes.
Several technological devices are currently available, with more potential applications identified.
A clear need exists for specialized technological tools tailored to the deaf-blind community.

Conclusions:

Technological integration is vital for fostering greater independence and productivity in congenitally deaf-blind children.
Continued research and development of assistive technologies are essential to meet the specific communication and educational needs of deaf-blind individuals.