By Fernando A Ed Auat Cheein
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4 Final conclusion In this era of advanced technological assistive tools, students with special needs have a more convenient life even in the process of learning or exercises. The primary direction and the main goal for schools and teachers is the efficiently promote the learning process. Teaching materials as well as teaching methods have been continuously developed and innovated, especially in technological assistive tools. The importance of information and communication skills in interface design in the future has been asserted to support the development of these skills and tools in schools.
3 Conclusion on the application for rehabilitation Rehabilitation can reduce some problems associated with cerebral palsy. Case 5 and 6 used a Wii hand controller to assist physical therapy for child with cerebral palsy. In this case, by the arm training to explore rehabilitative activity by interactive design, observe the results about the assistive technology applied for child with cerebral palsy. Just as with the application of low-cost interactive technology, the emphasis is placed on aspects such as ease of learning by resource class teachers, low equipment costs and ease of promotion.
28 Assistive Technologies 3. Relevant research For several years Norwegian authorities` have emphasized the significance of using ICT and digital learning materials in Norwegian compulsory school. , 2010; Norwegian Research Council, 2008), and even more limited regarding the use of assistive ICT for disabled pupils (Murchland & Parkyn, 2010). Therefore, the following overview of relevant research will look into research about (i) the use of ICT and digital teaching materials, (ii) the significance of ICT for disabled children and young people, and (iii) the significance of assistive technologies for disabled children and young people.