B. Ed. Spl. Ed. (M. R. / H. I. / V.

I)-
ODL Programme

AREA - C
C - 15 (H.I.) : TECHNOLOGY AND
DISABILITY (H.I.)

A COLLABORATIVE PROGRAMME OF
NETAJI SUBHAS OPEN UNIVERSITY
AND
REHABILITATION COUNCIL OF INDIA

1
 AREA - C
DISABILITY SPECIALIZATION
COURSE CODE - C-15 (H.I.)
TECHNOLOGY AND DISABILITY (H.I.)
Chairman Prof. Subha Sankar Sarkar,
Vice Chancellor,
Netaji Subhas Open University, Kolkata-64

Convenor Prof. Atindranath Dey,

Director,
School of Education,
Netaji Subhas Open University, Kolkata-64
Course Writers
Unit - 1 Mrs. Minakshi Kushari

Unit - 2 Mrs. Arpita Chatterjee

Unit - 3 Mrs. Pamela Samaddar

Unit - 4 Mr. Kishore Kumar Saha

Unit - 5 Mr. Kishore Kumar Saha

Editor Mr. Indranil Chatterjee

Processing
General and Format Editing Ms. Swapna Deb

In-house Processing In-charg Ms. Swapna Deb

The Self Instructional Material (SIM) is prepared keeping conformity with the B.Ed.Spl.
Edn.(MR/HI/VI) Programme as prepared and circulated by the Rehabilitation Council of India, New
Delhi and adopted by NSOU on and from the 2015-2017 academic session.

All rights reserved. No part of this work can be reproduced in any form without the written
permission from the NSOU authorities.
Mohan Kumar Chattopadhyay
Registrar
 Netaji Subhas Open University

From the Vice-Chancellor's Desk

Dear Students, from this Academic Session (2015-17) the Curriculum and Course
Structure of B. Ed.- Special Education have been thoroughly revised as per the
stipulations which featured in the Memorandum of Understanding (MoU) between the
Rehabilitation Council of India (RCI) and the National Council for Teacher Education
(NCTE). The newly designed course structure and syllabus is comprehensive and
futuristic has, therefore, been contextualized and adopted by NSOU from the present
academic session, following the directives of the aforesaid national statutory authorities.
Consequent upon the introduction of new syllabus the revision of Self Instructional
Material (SIM) becomes imperative. The new syllabus was circulated by RCI for
introduction in the month of June, 2015 while the new session begins in the month of
July. So the difficulties of preparing the SIMs within such a short time can easily be
understood. However, the School of Education of NSOU took up the challenge and put
the best minds together in preparing SIM without compromising the standard and quality
of such an academic package. It required many rigorous steps before printing and
circulation of the entire academic package to our dear learners. Every intervening step
was meticulously and methodically followed for ensuring quality in such a time bound
manner.
The SIMs are prepared by eminent subject experts and edited by the senior members
of the faculty specializing in the discipline concerned. Printing of the SIMs has been
done with utmost care and attention. Students are the primary beneficiaries of these
materials so developed. Therefore, you must go through the contents seriously and
take your queries, if any, to the Counselors during Personal Contact Programs (PCPs)
for clarifications. In comparison to F2F mode, the onus is on the learners in the ODL
mode. So please change your mind accordingly and shrug off your old mindset of
teacher dependence and spoon feeding habits immediately.

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 I would further urge you to go for other Open Educational Resources (OERs) -
available on websites, for better understanding and gaining comprehensive mastery
over the subject. From this year NSOU is also providing ICT enabled support services
to the students enrolled under this University. So, in addition to the printed SIMs, the
e-contents are also provided to the students to facilitate the usage and ensure more
flexibility at the user end. The other ICT based support systems will be there for the
benefit of the learners.
So please make the most of it and do your best in the examinations. However, any
suggestion or constructive criticism regarding the SIMs and its improvement is welcome.
1 must acknowledge the contribution of all the content writers, editors and background
minds at the SoE, NSOU for their respective efforts, expertise and hard work in producing
the SIMs within a very short time.

Professor (Dr.) Subha Sankar Sarkar

Vice-Chancellor, NSOU
 B. Ed. Spl. Ed (M. R. / H. I. / V. I)-
ODL Programme

AREA - C
C-15 (H.I) : TECHNOLOGY AND DISABILITY

5
 First Edition : December, 2017

Printed in accordance with the regulations of the

DEB-UGC, Government of India
 AREA - C
Netaji Subhas Open C-15 (H.I.) : TECHNOLOGY
University AND DISABILITY

C - 15 (H. I.) ❐ TECHNOLOGY AND DISABILITY

UNIT - 1 : LISTENING DEVICES AND CLASSROOM ACOUSTICS 9-40

UNIT - 2 : TECHNOLOGY FOR MANAGEMENT FOR SPEECH 41-66

UNIT - 3 : TECHNOLOGY FACILITATING LANGUAGE AND

COMMUNICATION 67-83

UNIT - 4 : TECHNOLOGY FACILITATING EDUCATION 84-129

UNIT - 5 : RESOURCE MOBILIZATION FOR TECHNOLOGY 130-163

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Unit 1 ❐ Listening Devices and Classroom Acoustics
Structure :
1.1 Introduction
1.2 Objectives
1.3 Listening devices
1.3.1 Types
1.3.2 Functioning of Hearing Aids
1.3.3 Classification of Hearing Aids
1.3.3.1 Based on Style
1.3.3.2 Based on Technology
1.3.4 Outcome Measures
1.4 Earmoulds
1.4.1 Types of Earmould
1.4.2 Care and Maintenance
1.5 Classroom amplification devices
1.5.1 Individual Devices
1.5.2 Group Classroom Amplification Devices
1.6 Cochlear Implants
1.7 Comparison between Individual Hearing Aids, Group Hearing Aids and
Coochbear Implants
1.8 Let Us Sum Up
1.9 Check Your Progress
1.10 References

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1.1 Introduction
Hearing impairment has a large impact on overall development and well being of
the individual. Most importantly it impairs communication and makes the individual
socially isolated. It is mandatory to reduce hearing problems in order to improve
communication in individuals with hearing loss. Listening devices are instruments
which provide the desired amplification for these individuals. The use of appropriate
amplification device improves quality of life as the communication skills, academic
performance, social life and mental well being of the hearing impaired individuals are
positively enhanced. They become better integrated to the normal hearing world.

1.2 Objective
After completion of this unit, the student will be able to :
1. In this unit we will learn about various Listening Devices, their functioning,
and utility.
2. In this unit we will learn about basic components and functioning of hearing
aid, different types of hearing aid and different technologies used in hearing
aid.
3. In this unit we will learn about the various outcome measures used in hearing
impaired individuals
4. In this unit we will learn about various classroom amplification devices available.
Individual and group systems will be discussed.
5. In this unit we will learn about the various implantable devices, their components,
functioning and importance.
6. In this unit we will learn about recent updates in ADIP scheme (2014) and how
it is important for hearing impaired individuals.
7. In this unit we will learn about care and maintenance of individual hearing
aids, group hearing aids and cochlear implants.

1.3 Listening Devices:

What are Listening Devices?
Listening devices are used for hearing impaired individuals to compensate for
their hearing loss. These devices aim at making all sounds available in the environment
as well as speech of others, audible and clear for hearing impaired individuals. These

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devices are available in a variety of types depending on style, size, capacity (power)
and technology. There are many makes/brands available commercially which vary in
price range again depending on the above mentioned types.
In some situations amplification device (such as hearing aids, Cochlear implants
etc) is not sufficient alone. In such cases these devices are paired with Assistive Listening
Devices. Assistive Listening Devices (ALD) can be worn separately or paired with the
amplification device. e.g FM system, Loop induction system etc
Another very important classification is based on the place of stimulation done by
the respective devices. The device can deliver amplified sounds directly to the external
ear, or directly to the hearing nerve, or directly to the mastoid bone (bone behind
external ear).
Listening devices again can be broadly classified as
1) Hearing Aids
2) Cochlear Implants
3) Middle Ear Implants
4) Bone Anchored Hearing Aids
5) Auditory Brainstem Implants.

1.3.1 Types
INDIVIDUAL VS GROUP LISTENING DEVICE
INDIVIDUAL LISTENING DEVICE - This type is useful for one individual at
a time. It is called personalized device. The speech and other sounds are picked up by
the device and delivered to the individual wearing it. The amplification device (hearing
aid or cochlear implant) has a microphone on its surface to pick up sounds/speech,
which is amplified inside the device and then delivered directly to the individual's
hearing system. The individual can carry it with him/her. It is totally wearable and
portable. Assistive listening device also can be individual in nature e.g FM system
which can be paired with individual hearing aid.
GROUP LISTENING DEVICE - As the name suggests this system aims to
help a group of hearing impaired individuals at the same time with a common device.
This arrangement is usually used in a special classroom. The teacher has a microphone
which picks up the teacher's voice, which is then amplified and sent to headphones/

11
receivers worn by multiple students. So the teacher's voice is heard clearly by a group
of students.
Assistive Listening Devices such as loop induction system can also be installed
in large areas like classrooms where a loop is installed across the room. The sounds
picked up by the microphone are transformed and run through the loop. The telecoil of
the hearing aids worn by individuals picks up the signal and it is heard by the individual.

1.3.2 Functioning of Hearing Aids

Before understanding the basic working of a hearing aid, it is essential to know
the parts of a hearing aid. The basic parts are as follows:
1) Microphone
2) Amplifier
3) Receiver
4) Telecoil
5) Volume Control
6) Tone Control
7) On/Off switch

Block Diagram of a Hearing Aid

The microphone picks up sounds around it and sends to the amplifier, where the
sounds are amplified and filtered in many ways and then finally sent to the receiver
which is worn by the hearing impaired individual in his external ear. The hearing aid is
powered by a battery. The electronic components consist of transducers, capacitors,
resistors, transistors, printed circuit boards are used. An electromagnetic coil system is
used to make the telecoil, which helps to hear telephone conversation, speech in induction
loop systems etc.

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1.3.3 Classification of Hearing Aids
1.3.3.1 Based on Style
The earliest of amplification system were very basic, non electronic models like
ear horns, trumpets etc. Research and development led to the first electric hearing aids
which gradually improvised in style and size in order to satisfy the technological
advancements as well as cosmetic preference of users. Hearing impaired individuals
mostly wanted hidden hearing aids so the miniaturization of size was gradually developed
in hearing aid industry.
1) Body level hearing aids - As the name suggests the hearing aid is worn on the
body of the hearing impaired person(e.g. in the pocket/blouse). The body of the
hearing aid has a cord which connects to a receiver, which looks like a button
and worn in the ear of the hearing impaired person.

2) Behind the ear type - These hearing aids are wearable over the pinna or behind
the external ear. The basic parts inside the hearing aid are similar to body level
hearing aid only miniaturized in size and advanced technology. The whole hearing
aid fits behind the ear, the receiver is also housed in the hearing aid case. The
amplified sound reaches the ear via a ear mould or ear tip.

3) In the ear hearing aids - These hearing aids are wearable inside the ear, the
body of the hearing aid sits in the ear canal with its external part/faceplate sits

13
 at the start point of ear canal i.e. concha. As these hearing aids are smaller than
the previous two styles, the internal parts are yet more miniaturized and placed
closer to each other in the hearing aid case. As a result these hearing aids come
with a lower output or capacity as compared with the previous two styles.

4) Completely in the canal hearing aid - This type is even smaller than the previous
type and sits deeper inside the ear canal. It's almost invisible from outside. As it
is even smaller, it has the lowest output/capacity among all styles. This type is
customized and made according to the shape and size of the ear to be fitted.

5) Receiver in the canal- It looks similar to a miniaturized behind the ear hearing
aid. The receiver of the hearing aid sits in the ear canal in a separate case/tip
and connected via a slim tube with the rest of the hearing aid. The capacity of
the receiver can be changed depending on the hearing loss of the person.

6) Bone Conduction Hearing aid - In some hearing impaired persons conventional

hearing aids cannot be fitted. The reason can be malformation of external ear,
absence of external ear or a actively discharging ear (presence of pus discharge
most of the time due to some active infection in the ear). In these cases a body

14
 type hearing aid/behind the ear hearing aid is fitted with a bone conduction
receiver, which resembles the one used for bone conduction testing. The bone
conduction receiver is placed on the mastoid bone behind the external ear. The
amplified sound is transformed into vibrational energy and then delivered to
the mastoid bone.

1.3.3.2 Classification Based on Technology

In earlier days the basic technology used in a hearing aid was quiet simple. All the
signal/sound picked up by the microphone of the hearing aid was amplified by a common
factor without any other alteration. The final sound delivered was just an amplified
version of the input sound. However due to limitations of the components inside the
hearing aid, the sound was degraded and distorted in most of the cases as it reached the
user's ears. The problem increased when the loudness of the outside sound increased
or when the signal was a speech in presence of a background noise. But with the
advent of technology the hearing aid industry witnessed a lot of progress within a
short span of time. As computer technology advanced, processing speed increased, it
was possible to incorporate many features in the hearing aid with less power consumption.
Also circuit size could be reduced dramatically.
The technology followed the development path:
Analog- Analog programmable- digital- digitally programmable
ANALOG HEARING AID
These hearing aids continuously make the incoming signal louder. The circuits
treat all incoming signal similarly. As the incoming signal becomes louder the analog
hearing aid makes it even louder. Some sort of limiting circuits are implemented in the
analog circuit, where in the amplifier stops after the incoming signal crosses a particular
level of loudness. It is used in Body type, Behind the ear and even In the ear hearing
aids. This technology seems to be helpful for severe to profound losses as compared to

15
lower degrees. Moreover this technology works best for quiet environment. In noisy
situations, speech is not clear, as speech and noise are amplified in a similar fashion.
This technology will also be helpful for flat hearing losses as compared to sloping
hearing losses. Usually the hearing aids using this technology come with simple controls.
Other than volume control, there are certain trimmer control options (H N L). Wherein
depending upon the slope of hearing loss, low/high frequencies can be emphasized.
For flat hearing loss, N (normal) position is the best. Moreover the maximum power
output (MPO) can also be adjusted wherein the overall output from the hearing aid can
be reduced/increased according to patient's need. This technology comes with fixed
gain and maximum output with minimum adjustments possible.

ANALOG PROGRAMMABLE
With the development in computer technology, hearing aids could be designed
with a memory. The hearing aids could be programmed in different ways and the two
or three programs could be stored and retrieved from memory. The programs can be
two different settings in the same hearing aid. e.g one program for indoors and one for
outdoors.

DIGITAL HEARING AIDS

Even more advancements in computer technology led to the advent of digital
signal processors. Digital Signal Processors were used in hearing aids. This enabled
the hearing aids to convert the input signal/incoming signal, picked by the microphone
into digital signals (binary digits). This resulted in faster and much better processing
i.e, the output was much better in quality and a better representation of the input signal
(original sound). Many studies have shown that in the same group of persons with
hearing loss, performance was much better with digital hearing aids than analog hearing
aids. Special mention is the performance in challenging situations like in presence of
background noise, performance with digital hearing aids is way ahead of analog hearing
aids.
With the digital hearing aids, the amount of amplification depended on the level
of input signal. So for a soft sound, more amplification was given whereas for a loud
sound very little or no amplification was given.

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DIGITALLY PROGRAMMABLE HEARING AIDS
This Variety of digital hearing aids could be computer programmed. The hearing
aid has multiple memories, in which different programs can be stored. The user can
change the programs according to specific needs, either with a tiny switch on the
hearing aid or with remote control. These hearing aids can be programmed with the
help of certain software, which are unique to various manufacturing houses. The hearing
aid is connected to the computer via a programming interface. Special adaptors and
cables are used for this purpose. Recently the whole arrangement could be made wireless,
reducing the need of cables.
These hearing aids come in a variety of capacities, with minimum features to
ample features including noise reduction strategy, feedback cancellation, and special
treatment to sudden, loud sounds, enhancement of soft sounds, special treatment to
speech sounds etc. The price range differs depending on capacity.
This type of hearing aids is contemporary, with most of the hearing impaired
population fitted with this type. These are also available and approved by Govt.of
India, under the ADIP scheme.

1.3.4 Outcome Measures

The performance with hearing aids needs to be evaluated irrespective of style and
technology. The post fitting evaluation is done to understand how much actual benefit
the user is receiving with the newly fitted aids. From infants to elder hearing impaired
individuals, this assessment is mandatory. The fitting process completes after getting
the results with hearing aid.
Certain outcome measures are employed to assess the benefit from hearing aids.
These can be questionnaires, aided speech perception tests, aided audiogram, aided
behavioral assessment. another handy and quick assesment tool is Ling sounds in Ling's
6 sound test.
1) Ling six sound test- Ling (1976, 1989) proposed this test where six speech
sounds are used to assess the child's hearing with hearing aids. This is a simple
tool and can be used by audiologist, speech-language pathologist, teacher and
parents. It quickly gives us an idea about the child's hearing on a day to day
basis. Infact after listening check, it must be a regular practice to use Ling six
sound test in classroom, therapy and at home.
All the types of auditory response i.e awareness, identification and discrimination can
be tested using these sounds.
These speech sounds /a/,/i/,/u/,/m/,/sh/ ,/s/broadly represent the speech spectrum

17
 from 250-8000 Hz. This range is the same range tested by conventional
audiometry. Initially the child can be demonstrated the desired response and
this test can be administered. The baseline performance may be recorded and
further results should be compared to it, any deterioration of response should
be a matter of concern. The output of the hearing aid as well the child's hearing
should be checked. It is desirable that the child hears all the sounds, but in
some cases even in aided condition, certain sounds may not be heard at all, e.g
/s/ .
2) Aided audiogram - The free field audiometry procedure is carried out in aided
condition and the response is plotted on an audiogram. The test should be carried
out with 250 Hz to 4KHz. Testing of 8KHz is not important as most hearing
aids do not provide amplification in that range. In very young children and
infant aided behavioral response may be noted as they cannot be conditioned.
The aided performance can then be compared to unaided response to see the
amount of benefit. Moreover the aided assessment should be carried out at a
regular interval and compared with the baseline measure. Any discrepancy should
indicate problem with hearing aid or hearing.
3) Speech perception Tests - Many tests use speech material like nonsense syllables,
words, sentences to assess the aided performance. The test is again carried out
in a free field condition and the speech can be presented live through the
audiometer, which the individual can hear via loudspeakers kept at a distance,
in aided condition. The speech is presented at around 40 dBHL. Recorded material
can also be used. For young children with limited vocabulary, picture
identification tests can be used.
4) Questionnaires - Various standardized questionnaires are used to get information
about the benefit of the hearing aid. These questions are constructed for assessing
the improvement in auditory/listening skills, communication skills, social life
and quality of life. For very young children parental interviews are conducted
to get information.

1.4 Earmoulds
Earmoulds are acoustic modifiers, being an integral part of the hearing aid (though not
an actual part).Following are the characteristics of earmould :
1. These are custom made, i.e made according to shape and size of the user's ear.
There is a hole made/canal through the ear mould body, which carries the amplified
sound and delivers in the ear canal, Correct fitting of earmould ensures no leakage
of sound and hence no feedback.

18
2. These are used with body type hearing aids, behind the ear hearing aids, the in the
ear and completely in the canal hearing aids are housed in shells which are also
customized.
3. It also acts as an anchor to hold the hearing aid in place and prevents falling of
hearing aid.
4. Earmoulds come in different shape and texture (Hard or soft). The shape and
texture of the ear mould is selected based on the type, degree and slope of hearing
loss. To a certain extent age of the user and preference is also a deciding factor.
5. In a body type hearing aid the earmould is attached to the receiver. The button
type receiver snuggly fits into the earmould. The other end of the ear mould sits in
the ear canal and delivers sound. The sounds through earmoulds are much better
than a uncustomized rubber tip. The sound is more complete, free from distortions
and there is no annoying feedback.This type is called a full concha ear mould.

6. In a Behind the ear hearing aid the earmould comes fitted with a tube that is
attached to the ear hook of the hearing aid.

7. Hard vs Soft earmould- The decision is mostly made by an audiologist,but it is

also important to consider user's preference. Usually the sound passes well through
a hard ear mould as the mould material does not sinks under pressure of the moving
ear canal. But in some cases,users prefer a soft ear mould for comfort. In case of

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 very high powered hearing aids soft earmoulds are recommended,as they fit more
snuggly with the ear canal reducing chances of feedback compared to heard ear
moulds.Whereas in cases where hearing loss is moderate or mild,heard ear mould
is always recommended.In case of very young children and elderly,whose ear
canals are easily collapsable,hard ear moulds are recommended. Hard earmoulds
are easier to insert and take out.
8. Venting- In some earmoulds an additional,bore/hole is created through the mould
body,which is called a vent. This is done for users with better hearing in the low
frequencies (upto 500 Hz), as the vent allows these sounds to pass naturally through
it. This arrangement is done to reduce echo effect i.e patient hears his/her voice
more naturally and feels comfortable. Moreover it is also done in users who feel
fullness in ear with the hearing aid. There is no sensation of fullness in th ears and
the sound clarity is also better However,in cases where the high frequencies have
more severe losses,venting is not recommended. As it results in feedback
problems.Moreover a vent helps in aeration of the earcanal. This is very helpful
for users with a tendency to develop middle ear infections,ear dicarge etc.
The sound bore of the vent can be varied in position,and size to alter the acoustic
properties of the amplified sound.e.g parallel vent helps to reduce the low frequency
gain without affecting the high frequencies.

1.4.1 Types of Ear Moulds

1. FULL CONCHA/Shell type -As the name suggests,this type covers the whole
of concha and provides a better acoustic seal. This type is recommended for young
children and people with more severe hearing losses.

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2. HALF CONCHA/Half Shell Type- The top portion of the full concha ear mould
is removed for ease of wearing. Elderly people have dexetry issues,they find full
concha earmoulds difficult to handle.

3. SKELETON TYPE- A big gap is created in the full concha style for a comfortable,
lighter fitting.This type can be used for people needing full concha earmoulds but
feel fullness and discomfort with a proper full concha type.So a gap is created in
the concha part to ease out the fullness.

4. TIP TYPE- This type is recommended for milder hearing loss. The ear mould
only sits in the ear canal part, leaving the concha free. This style is not recommended

21
 for people with straighter ear canals and children(children have straighter ear
canals compared to adults).As a straight ear canal will allow the earmould to fall
out easily. Also not recommended for shorter ear canals.

1.4.2 Care and Maintenance of Earmoulds

As the ear moulds are in direct contact with the ear canal, they are exposed to ear wax,
sweat and some discharge (if present). So they need regular cleaning. If not cleaned
regularly, the sound tube will get easily blocked with ear wax etc, and the user will not
be able to hear clearly. The tubing of the ear mould hardens after an interval of time, so
needs to be changed regularly. Following care and maintenance regime can be helpful:
1. After each use, the earmoulds need to be wiped with a clean cloth and kept.
2. The earmould should be washed in water with mild cleanser. The receiver should
be carefully removed before putting under water.
3. If wax/any other material gets stuck in the sound pipe, it can be cleaned by using
a floss.(Usually audiologist assistance may be needed)
4. Hard moulds are breakable when dropped hardly or crushed under pressure. So
care must be taken not to drop it.
5. The tubing bent must be changed regularly. If it gets hardened it may come out of
the earmould. It can be reaffixed at an ear mould lab.
6. Soft moulds are tearable, so caution must be taken while inserting and taking out
the ear mould. The soft material also hardens after a certain period if time indicating
the need a new ear mould.

22
7. In case of young children, the ear canal shape and size changes with age. So they
will need new earmoulds at a regular interval atleast till the age of 18 years.

1.5 Classroom Amplification Devices

In classrooms, where the area is large, the hearing impaired individual may face
difficulties to hear speech of teacher and peers due to distance and effect of other
factors such as noise and reverberation. In such situations hearing aids alone may not
be useful; some additional assistive devices may be helpful. These devices can be
useful for one individual at a time or can be used in a group of individuals.

1.5.1 Individual Devices

Speech Trainer
This device comes with a microphone for the speaker, the amplifier and headphones to
be worn by the hearing impaired individual. The use of speech trainers have reduced
in recent times, though many old schools still use these systems. The speech trainer
comes with certain controls, where the output of the signal can be altered. The headset
also comes equipped with a microphone, so that the user can hear own voice. This is
also used during speech therapy sessions. Usually it is worn separately without the
hearing aids.

23
Advantages
1. The teacher'/trainer's speech reaches the individual's ear easily and is less affected
by the noise and reverberation in the room. As the signal is going mostly in the ear
canal, hearing becomes much easier.
2. Usually these trainers come with high output capacity, so can be used for severe
to profound hearing losses.
Limitations
1. Since it's a wired system, the mobility of the student and teacher is affected.
2. Cannot be used in groups.
3. Useful only for one to one teaching.
Personal neck loop system- The speech of teacher is picked up by a microphone
worn by the teacher and sent to a loop worn by the student whose hearing aid is at
telecoil position. The signal in the loop is picked up by the hearing aid and amplified.
FM System- These based on FM technology. These are typically used in schools. The
teacher wears a microphone that is either clipped on to their collar or as a headset. This
is connected to a transmitter, which sends out FM signals to the receiver unit worn by
the student. It can also be carried around in the pocket everywhere. It helps reduce the
background noise and improves speech clarity even at a distance. It can be used by a
hearing impaired student in a normal classroom. It can be used as a individual or group
device.

24
1.5.2 Group Classroom Amplification Devices
1. Hardwire system - These systems are permanently installed in a classroom. One
unit with the microphone is connected to a number of headphones. The teacher's
speech can be heard by a group of students at the same time. There are also separate
microphones installed on student's desk, so that even their speech is audible to
each other.

Induction loop system: One of the oldest and cheaper forms of assistive listening
technology still popular in educational set ups. This system consists of microphone,
amplifier, a loop of wire and receiver. The teacher's speech is picked up by a microphone
and transmitted through a loop of wire. This wire generates magnetic field. This energy
is picked by the individual hearing aid's telecoil. The received signal is then amplified
by the amplifier of the hearing aid and converted into sound signal.
Advantages:
 This system can be installed in a large area, e.g.classrooms.
 It can be used by an individual, with an induction loop worn around the neck by
an individual listener.
 Teacher's speech is clearly audible even at a distance
 Use of induction loop improves signal to noise ratio.
 The child can move freely within the loop area
 The system is used with the child's own hearing aids, so the electro- acoustic
characteristics selected for a particular child are maintained in the signal received
in the input that the child receives.
 The hearing aid can be kept on the MT setting, whereby the child can receive the
teacher's voice through the telecoil and the other students' voice through the

25
 microphone. This promotes interaction between the students.
 Low cost and maintenance.
Disadvantages:
 Spill over: If there is more than one room looped in the same area, magnetic field
generated in one room could be picked up by a tele-coil in an adjacent room.
 Fluorescent lights, transformers, electric power wires in the area may cause
interference in the induction system, may sound like a hum in the output.

FM System -
This system consists of 2 parts - a transmitter unit and a receiver unit. The transmitter
unit is made up of a microphone and a transmitter. The microphone converts the sound
signal to electric signals. The transmitter then transmits sound via Frequency Modulated
(FM) radio waves to the receiver unit. The receiver unit converts the FM radio waves
into audio signal. The receiver unit is worn by the students with hearing impairment.
Infrared technology: Infrared systems pick-up the speaker's voice through a
microphone, which converts sound signals into electrical energy. These signals are
then sent to a receiver using invisible light rays. The signal is then changed into sound
energy. Infrared is most useful for settings like auditoriums, television, audio-visual
classes for children.

26
1.6 Cochlear Implants
These are amplification devices which are surgically placed inside the inner most part
of the ear, i.e.cochlea. the input signal is converted into electrical signal, which stimulates
the auditory nerve or the VIIITH nerve.

CANDIDACY
1. Hearing impaired individuals with severe to profound hearing loss.
2. Individuals who do not benefit from hearing aids or get limited benefits.
3. Individuals whose aided performance on speech perception tests is less than
50%.
4. No benefit from hearing aid, 3months post fitting with hearing aids.
5. No other psychological deficits
6. No problems/disorders in higher processing centres.
7. Intact auditory nerve

27
COMPONENTS AND FUNCTIONING

There are two major parts, external and internal. The external part is worn either on
the body or ear of the individual. It mainly comprises of the speech processesor. The
internal part is surgically placed inside the ear/head. The components are as follows

External components
1. Microphone `- Housed inside the prossessor,it picks up surrounding sounds
including speech signal.

28
2. Speech processor- Can be a body type or Behind the ear type. It modifies the
signal and converts into digital signal and sends the digital signal to a transmitting
coil via a cable.
3. Transmitting Coil - This part has a magnet in the middle of a disc, this enables
this part to adhere to a internal component placed under the skin which also has a
magnet. The transmitting coil transmits the entire signal to the internal component
via skin in the form of radio waves.

Internal Components
1. Receiver-Stimulator unit- This part receives signal from the external transmitting
coil. The part is surgically placed under the skin, behind the ear, on the mastoid
bone.
2. The receiver - stimulator unit sends the final signal to selected electrodes
(programmed), which are placed inside the cochlea.
The fitting of cochlear implants is a long process and needs intensive speech and
language therapy, auditory training and proper educational placement post fitting.
The first part of the fitting procedure is about deciding on candidacy. Once decided,
the individual has to undergo certain audiological, radiological, & speech-language
evaluations. A thorough medical checkup is done to check suitability for surgery. After
the surgery takes place, the cochlear implant is switched on and programmed (mapping).
Many follow up visits at regular intervals are required to settle the appropriate map/
program. The child is under intense speech - language therapy, AVT, and educational
placement.

Importance of Cochlear Implant

This extraordinary technology has given the gift of hearing to many individuals who
received limited or no benefits from hearing aids. Once they have better hearing, their
social, speech- language, academic and overall development with gets enhanced.
Children who are implanted at a very young age (within 3 years) can be easily
mainstreamed into normal educational systems.

29
MIDDLE EAR IMPLANTS
This type of implant is surgically placed in the middle ear of hearing impaired individual.
It also has two parts, external and surgically placed internal part. The internal part
directly stimulates the inner ear, bypassing the external and is placed in the middle ear.
Although intactness of certain middle ear structures is mandatory in one category of
middle ear implants. It provides excellent sound quality.

CANDIDACY
 Individuals with mild to severe sensorineural hearing loss (the internal part will
be different than in case of conductive or mixed hearing loss)
 Individuals with conductive and mixed hearing losses.
 Individuals who cannot tolerate foreign bodies in the ear canal for medical reasons,
e.g., chronic ear canal inflammations or ear canal eczemas.
 Individuals who require a free ear canal for personal or professional reasons, e.g.,
musicians, singers or physicians.

30
COMPONENTS AND FUNCTIONING
External Part
1. Audio processor, which is worn on the head of the recipient, with a microphone
to pick up external sounds. This part has a disc magnet which attaches to the
magnet on the internal receiver part above intact skin.
Internal part
1. Internal prosthesis, consisting receiver unit and a transducer unit. After the receiver
unit receives the signal from external audio processor, it sends it to the transducer
which delivers vibration/mechanical signal to the middle ear bones.
The implant directly vibrates the small bones in the middle ear. The internal part
of the device mechanically vibrates the bones in the middle ear .The tiny transducer,
attached to the incus bone in the middle ear, is approximately the size of a grain of
rice. It is 100 percent digital and is programmed by an audiologist . The internal
prosthesis converts sound into mechanical energy which is directly transmitted to
the auditory ossicles. The external audio processor picks up the sound from the
environment and transmits it across the skin to the receiver of the prosthesis. The
signal is then transmitted to the transducer causing it to vibrate. The transducer
mechanically stimulates the ossicles, like the natural process of hearing. The internal
part is surgically implanted under the skin behind the ear. The transducer is attached
to the long process of the "incus" bone during the surgical process. The ossicular
motion creates a movement in the cochlea, stimulating the hair cells. The hair
cells provide stimuli to the auditory nerve, which is interpreted as sound by the
brain.

Bone Anchored Hearing Aid (BAHA)

This type of device is also implantable. BAHA stimulates the cochlea by transmitting
the sound waves through the bones in our skull, or bone conduction, thereby bypassing
the outer and middle ear. Once the cochlea receives the sound signals, the information
is converted in to neural signals and transferred to the brain.

31
CANDIDACY
1. Individuals with bilateral canal atresia is an indication for the use of BAHA. This
is because canal atresia prevents insertion of an air conduction aid.
2. Individuals with chronic ear infections when insertion of ear moulds is a problem.
3. Individuals with unilateral hearing loss who cannot benefit from use of regular
hearing aids. (sensory neural, but good bone conduction hearing)

COMPONENTS & FUNCTIONING OF BAHA:

BAHA has 3 components. They are :
1. Titanium screw that becomes integrated with the skull bone behind the ear.
2. Titanium abutment is fitted to the titanium screw which is already integrated to
the skull bone.
3. Ear level sound vibrator.

32
Sound processor coupling to abutment
BAHA implantation is a surgical procedure..The titanium screw is inserted during
surgery. Titanium screw integrates with bone in such a fashion that it never comes out
easily. Three months post surgery the abutment and sound vibrator/processor are attached.

33
There is a small opening in the skin, which gives anchor for the abutment. The sound
vibrator attaches to the abutment. The sound is picked up by the microphone, converted
into vibrations, which is transmitted to cochlea through the internal part of BAHA and
through bone.
Importance of BAHA
1. It is a device of choice for individuals who cannot be fitted with conventional
hearing aids. This can be due to a variety of factors, such absence of external ear,
middle ear infections with active ear discharge.
2. It is also useful for individuals with unilateral sensorineural hearing loss(bc upto
55dBHL)s

AUDITORY BRAINSTEM IMPLANT(ABI)

As the name suggests this device is fitted in the brainstem, beyond the cochlear or
inner ear. The first point or relay station after cochlea is the cochlear nucleus
where the ABI is implanted. The decision of ABI implantation is taken in individuals
who do not benefit from cochlear implants.
ABIs provide limited benefit for speech understanding. The hearing for
environmental sounds and certain speech input is improved. But for better
understanding of speech the patient has to use speech reading.

34
CANDIDACY
1. Individuals of atleast 15 years of age.
2. Individuals with damaged auditory nerve due to conditions like tumour of auditory
nerve (NF2), where the auditory nerve(s) are irreversibly damaged.
COMPONENTS AND FUNCTIONING
External Components
Audio processor
Internal Component
The implant consists of an electronics housing and an implantable soft silicone matrix
with an electrode array. An additional reference electrode is used for advanced telemetry
measurements.
The soft silicone matrix with a 12 contact electrode array is surgically inserted directly
onto the brainstem.
The sounds picked up by the microphone in the audio processor are transmitted to the
internal part, where the electrode array sends electrical stimulation to the brainstem.

ADIP SCHEME 2014

Scheme of Assistance to Disabled Persons for Purchase/Fitting of Aids/Appliances
(ADIP Scheme) by Govt. of India.
The original ADIP scheme came into focus after the implementation of PWD Act
1995,1996. The Scheme was revised w.e.f. 1st April, 2014.It stated:
"Provision for cochlear implant for 500 children per year with Hearing disability under
the scheme, with a ceiling of Rs. 6.00 lakh per unit."
There is a provision of online form fill up and submission, for applying for cochlear
implant. AYJNIHD(D), Mumbai has the authority to approve the list of benifieries.
The surgery will be carried out in one of the empanelled hospitals under the scheme.
Post implant rehabilitation,speech-language therapy for 10 weeks with 3hours per week
is allotted. Additional sessions can be provided with special permission from competent
authority. Post implant the child will be monitored at 3,6,9 and 12 months.

35
Candidacy
Individuals are eligible to claim cochlear implant under ADIP in the following
cases:
1. Child will get only unilateral cochlear implant
2. He/She should have Indian citizenship
3. Age of the child
 Child with congenital deafness (since birth) upto 5 years as on 31st December in
the current year
OR
 Upto 12 years for child with post lingual deafness i.e. after development of speech
& language
4. Degree of hearing loss - Severe to Profound sensorineural hearing loss in both
ears
5. Child should not have any associated developmental delay or Mental Retardation
or cognitive deficit etc.
6. Child should have Hearing Disability certificate
7. Child should have used suitable hearing aid for atleast 3 months with no significant
improvement in speech and language development
8. Family Income
 100% subsidy for income less than 15,000/- per month
OR
 50% subsidy for income Rs.15,000 to Rs.20,000 per month
 Income Certificate of family is mandatory
9. Have reports of hearing evaluation, speech-language evaluation, psychological
evaluation and required medical evaluations.
10. Agreeing to the criteria/condition that Pre implant candidacy evaluation such as
Audiological , Radiological (CT Scan/MRI) and vaccination charges are to be
borne by the family as not covered under the scheme

36
11. Agreeing to the criteria that - Caste certificate has to be submitted if SC/ST or
will be considered under General quota

1.7 Comparison between Individual Hearing Aids, Group Hearing

Aids and Cochlear Implants
Individual hearing aids are fitted to individuals with hearing loss (anywhere between
mild to severe). There a variety of options possible in individual hearing aids. Individual
hearing aid's performance depends on the technology used. Digitally programmable
ones are highly recommended for their better performance. In this category also there
are plenty of options available commercially. The advantages of individual hearing
aid is it can be used by the individual according to own requirements. The mobility is
not restricted. The user can upgrade his/her hearing aid as and when required.
There are certain limitations, the cost of a new hearing aid has to be totally born by the
individual totally (socially backwards can apply under ADIP scheme). These hearing
aids undergo regular wear and tear, so they need to be changed at every 5 years
(appx).Hearing aids are electronic devices, may need servicing and repair. The cost of
service and repair again has to be born by the individual.

Care and Maintenance

1. It should be kept clean and free from moisture. - after every use, should be cleaned
with a dry cloth and kept back.
2. The battery should be removed, when not in use. Batteries to be changed regularly.
3. Hearing aid should be removed during bath.
4. It should be sent for regular servicing.
5. It should not be dropped from a height.
6. It should not be exposed to excessive heat and strong electric/magnetic field.
7. Hearing should be checked at a regular interval, hearing aid or settings should be
changed in case of change in hearing thresholds.
8. The overall life of a hearing aid is about 5-8 years. It should be changed at that
interval.
9. In case of any problem it should be taken to audiologist.
37
10. In classrooms, teachers can keep a regular check on the functioning of hearing
aids worn by the students. The switches, battery, and overall condition of the
hearing aid to be checked regularly. Even the sound quality to be checked regularly.

Group Hearing aids-

The onus of care and maintenance of the group hearing aids is usually on the institutional
set up, where it is used. The hearing aids are set at a same level, so individual requirements
are difficult to address. One to one communication training/teaching is difficult. Mobility
of the students get restricted. It is less often used.
However the overall cost of the system and maintenance cost is more economical.
Cochlear Implants
1. This is recommended for individuals who do not benefit from conventional hearing
aids.
2. It involves a surgical procedure. The instrument has an implantable part and an
external part. As surgery is involved, a lot of detailed evaluations including a
thorough medical evaluation is mandatory.
3. The overall cost of fitting and post fitting rehabilitation is higher than individual
or group hearing aids, by a huge amount.
4. The maintenance and repair requirements are quiet less, but repair cost is also
higher compared to individual hearing aids.
5. Individuals fitted at the right time, followed by vigorous rehabilitation work-up,
perform way ahead than hearing aids. The speech clarity, suprasegmentals are
much natural.
6. However due to inherent cost and need for surgery, it is highly recommended for
individuals who are performing poorly with hearing aids.
7. There are certain risks involved, with surgery though very limited.
CARE AND MAINTENANCE
1. CI should be kept away from dirt and moisture.
2. Regular charging of batteries is required.
3. Daily use of dehumidifying kits is mandatory.

38
4. The individual should not pass high thorough magnetic fields with the external
component on.
5. The external component should not be dropped.
6. The transmitting cable should be handled with care.

1.8 Let Us Sum Up

1. Listening devices are given to individuals with difficulty in hearing, to improve
their overall quality of life.
2. There are a large variety of these devices available commercially.
3. A basic hearing aid can have different styles and technology in them.
4. The styles are names Body type, Behind the ear, In the ear, Completely in the
canal and receiver in the canal hearing aids. Each one has their own advantage
and limitations.
5. The technology in the hearing aids can be a basic analog processing or a more
sophisticated digital signal processing. Owing to better technology, the performance
of digital hearing aids are way ahead than analog hearing aids. Although some
individuals prefer analog hearing aids.
6. The benefits of fitting hearing aids can be measured in users, by various outcome
measures such as Ling six sound test, speech recognition measures, aided
audiograms,quetionaire etc.
7. Hearing aids are not sufficient in all hearing impaired individuals and also in all
listening situations.
8. In difficult listening situations, assistive listening devices are very helpful. These
can be used alone or attaché to the hearing aid.
9. Many of the assistive listening devices are used in classrooms for hearing impaired
children. Commonly used are FM systems, Loop induction systems.
10. In individuals where conventional hearing aids have poor performance, the next
level in intervention are with implantable devices

39
1.9 Check Your Progress
1. What are the basic components of a hearing aid?
2. What are ling sounds? What is their use?
3. What are digitally programmable hearing aids?
4. List various classroom amplification systems available?
5. What is the difference between full concha and tip size ear mould.
6. List the various implantable devices with highlighting one advantage of each device.
7. Write about care and maintenance of behind the ear hearing aid.

1.10 References
1. https://sites.google.com/a/asu.edu/secondary-ed-tech-in-the-field/fm-system
2. http://ayjnihh.nic.in/awareness/schemes2.asp
3. Press Information Bureau, Government of India,Ministry of Social Justice &
Empowerment
4. Google Images/www.google.com
5. www.microsonic-inc.com
6. Hearing Aids, Dillon. H, 2001
7. Rehabilitative Audiology: Children and Adults, Alpiner and McCarthy

40
Unit 2 ❐ Technology for Management for Speech
Structure :
2.1 Introduction
2.2 Objectives
2.3 Computer based training aids/equipment for management of speech (Dr.
Speech, Vaghmi, and Speech Viewer)
2.4 Use of Computer Based Speech Equipment for Management of Voice in
Children with Hearing Impairment
2.4.1 Nasalance Module
2.4.2 Therapy for Breath Support Module
2.5 Use of Computer Based Speech Equipment for Management of
Suprasegmentals in Children with Hearing Impairment
2.5.1 Intonation and Accent Module
2.6 Basic infrastructure required for using computer based speech training aids/
equipment
2.6.1 Room and equipment:
2.6.2 Speech training system:
2.7 Tele Speech Therapy/Telepractice
2.7.1 Tele Speech Therapy
2.7.2 Types of Tele speech therapy-
2.7.3 Rules and Regulations of Telepractice:
2.7.4 Roles and responsibilities for audiologists and SLPs in the provision
of services via telepractice include
2.8 Let us sum up
2.9 Check your progress
2.10 References:

41
2.1 Introduction
Computer-based speech training has capabilities of offering the children immediate
and meaningful visual feedback and might make it easier for the teacher to instruct and
explain what is wrong and what is correct and through motivational and frequent training
establish an intelligible production. In most schools for deaf children in Sweden,
computer-based visual speech training has become a standard and valuable complement
to the regular speech-training activities.
Hard of hearing have vocal organs which are normal and hence can produce speech.
This is especially so if they have some language ability. That is, if a child has acquired
deafness after having exposed to hearing the language. Hence the dictum "deaf need
not be dumb". The reason that they may not be able to produce speech is because of
the lack of auditory feedback, i.e., inability to hear what they have spoken and hence
unable to correct what is spoken if it is incorrect.
● Picture-Word-Ariculation test may be used for an evaluation of the pronunciation
errors. Exercises may be given to correct the pronunciation errors.
● Their dependency on lip reading sometimes leads to mis-pronunciation of speech
sounds. For example, 'p', 'b' and 'm'. Nasal indicator may be used to make them
aware of the production of nasals.
● Also, the hard of hearing often lack 'breath support'. That is they are unable to
speak for a long duration in a single breath and they have to take breaths often.
Their breath support has to be improved.
● Further, a hard of hearing child tries to speak at a very loud voice or shrill voice
since for the child itself they sound normal. In course of time this leads to voice
abuse and possible damage of the vocal folds (the voice box). This can be prevented
by a proper voice control.
● Some hard of hearing children speak with a mono-tone pitch or dull voice. They
lack proper intonation and their voice will not be lively.

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2.2 Objectives
After Completion of this unit, the learners will be able to
1. gain an understanding of computer based learning aids/ equipment for management
of speech.
2. use computer based speech equipment for children with H.I.
3. know and apply computer based speech equipment for management of supra-
segmental in children with H.I.
4. detail out the basic infrastructure for the use of computer based speech hearing
aids/ equipments.
5. understand and manage tele speech therapy/ technique.
Training schedules:
The length of the session ranges from twenty minutes to one hour, and the child must
leave the ordinary school schedule, or come to the therapist after school has ended for
the day. The therapist and child usually meet once a week, but depending on the child
and its problems, they can meet from three times a week to once a month. When speech
training begins, the therapist assesses the deviations that the child has and based on
this plans the training. There is no typical training session since it is adapted to the
child and the uniqueness of his/her speech. However, one of the features that the sessions
have in common is that they are always playful and full of variation. The therapist does
not only spend time training the phonetic difficulties that the child has, but also uses
the material at hand to help the child with its language development, which is often
weakened. The therapist tries to relate to the child's daily life and reality in all the
training exercises, and to further develop the language that the child already possesses.
If possible, the child is trained in discriminating speech sounds and to listen to its own
utterances. Many of the respondents talked about awareness, to enhance the awareness
of the world of sounds, awareness of breathing, awareness of the language etc. The
therapist often begins with the speech sounds that the child already masters and from
these makes the child aware of the deviant speech sounds. The techniques that the
therapist uses are multimodal; enhancing the learning process with the help of vision,
touch and hearing if possible. When the child becomes more mature, the therapist and
child together analyze in a more theoretical way what happens with the articulators
during speech production.

43
2.3 Computer based training aids/equipment for management of
speech (Dr. Speech, Vaghmi, and Speech Viewer)
Computer-aided speech training presents visual feedback of distinctive contrasts that
are not visible via speech reading and consequently difficult to produce correctly. There
is a wide consensus that computer-based speech training (CBST) systems are useful
tools in speech training. However, they are not suitable for all the needed exercises and
a major drawback is that they usually require help from educated personnel. CBST
systems are today widely used in speech training for children with a hearing or speech
impairment. Examples of such commercially available systems are Dr Speech, Speech
viewer, Vaghmi, etc.

Figure :Assistance of computer-based visual feedback in profoundly hearing-impaired

children's speech development.

44
Some of the computer assisted softwares are as follows:
Dr Speech: is clinical software which provides valuable assistance during assessment
and treatment of voice and speech disorders in children with hearing impairment.
Demographic information, such as names, address, number of visits, types of disorders,
progress reports, insurance claim, etc. is easy to display. When such clinical software
is installed in a laptop computer, it provides clinicians with a "portable clinical voice
laboratory" equipped with powerful clinical tools that easily can be carried from one
treatment location to another. Today's practitioners can benefit from the use of clinical
software that has been adapted to the needs of clinicians.
It uses voice-activated game-like tool to provide real-time reinforcement of a client's
attempts to produce changes in pitch, loudness, voiced/unvoiced phonation, voicing
onset, maximum phonation time, sound and vowel tracking. Children, in particular,
enjoy therapy with this colorful, interactive, video game because they receive immediate
feedback on their performance. Clinicians will enjoy the versatility and unique features
of this technique. For example, while a child is playing a game, you can quickly review
the graphical display or statistical data of the child's performance. This technique is
divided into two groups: 1) Awareness teaches children about the attributes of their
voice, and (2) Skill Builder gives the user goals to achieve for a given range and time.
The examples of comprehensive user logs and tracking client's progress are provided.
Best of all, real-time recording and playback gives you the tools you need to maximum
your client's therapy.
Innovative computer technologies are not only helping the needs of persons with
speech disorders, but also serving the laryngologists and speech pathologists to perform
a more accurate and professional service.. With a PC desktop or laptop computer, a
16-bit sound card, a microphone and speakers, the clinician has met the simple
requirements for starting and operating a speech laboratory in the clinical practice.
Speech is a product of the interaction of respiratory, laryngeal and vocal tract
structures. The larynx functions as a valve that connects the respiratory system to the
airway passages of the throat, mouth and nose. The vocal tract system consists of the
various passages from the glottis to the lips. It involves the pharynx, oral and nasal
cavities, including the tongue, teeth, velum, and lips. The production of speech sounds
through these organs is known as articulation.
For speech skill builder, it is necessary for us to focus on the acoustical and
physiological phenomena in both laryngeal and vocal tract systems. The parameters,

45
such as, pitch, loudness, voicing, voicing onset, phonation time and formants, are closely
related to these two systems. This paper employs Speech Therapy program, a clinical
software from Tiger DRS. This software provides real-time cartoon displays of
continuously varying pitch, loudness, voicing, voicing onset and phonation time displays
so the children can receive immediate feedback on his/her performance with fun. In
other words, the acoustical and physiological phenomena from the children can be
evaluated from this technique. Clinical application of this technique will be described
in the following experiments for details.
Experiment 1: Pitch Skill Builder
Using pitch module, clinicians could help the children refine pitch control and
develop smooth modulation of pitch contour. Certain patients are unconsciously or
consciously making an effort to higher or lower their pitch. The clinician should teach
patient to target optimum pitch by the control of vocal fold vibration. For example, one
of the best way to refine pitch control is to use rise-fall pitch technique. In the Figure 1
(a), by extending /a/ in front of microphone, the boat moves around the rocks based on
a rise-fall pitch pattern. With this game, the children receive immediate feedback on
their pitch performance. After the game, the clinicians can look at objective information
of the pitch control, as shown in the Figure 1 (b). In clinical practice, the clinician may
select different pitch patterns for different needs of the patients.

(a) Real-time cartoon display (b) Objective information of pitch curve

Fig. 1. Pitch controls how the boat moves around the rocks (target: rise-fall pitch pattern)

46
Pitch measure provides information about intonation. The pitch is mainly decided by
the rate of vocal fold vibration. In the Pitch Skill Builder, the clinicians should help the
patients to find the optimum pitch and pitch range and how to maintain this optimum
situation. In clinical practice, a complete statistical report before or after therapy is
important. The Table 1 lists the pitch changes during three-week therapy by pitch skill
builder technique for the male patients with female voices. The result of speech therapy
is obviously.
Table 1: Pitch changes during three-week therapy
Patient 1 Patient 2 Patient 3

(male, 12 y) (male 15 y) (male, 17 y) Therapy Technique

Ave. Pitch 282 Hz 325 Hz 208 Hz

1 (week)

Ave. Pitch 253 Hz 287 Hz 181 Hz Warm-up

(week 2) "rise-fall pitch" skill builder

Ave. Pitch 232 Hz 262 Hz 157 Hz Warm-up

(week 4) "flat-pitch" skill builder

Experiment 2: Loudness Skill Builder

Using loudness module, clinicians could help the children lower the loudness level of
speech when the usual level is higher, and higher the loudness level when the usual
level is lower. The clinician should teach the patient to control his/her loudness change
by the correct control of breathing. For example, one way to control loudness is to use
correct control of breathing and body position. In the Figure 2 (a), by increasing the
loudness through a good body position, the fireman climbs higher toward the top target.
With this game, the children receive immediate feedback of loudness changes with
their different body position (standing vs. sitting). After that game, the clinician can
look at the different loudness data (standing vs. sitting), as shown in the Figure 2 (b).
The top target corresponds to a certain loudness level that can be modified by the
clinicians.
47
(a) Real-time cartoon display (b) Objective information of loudness curve
Fig. 2. Loudness controls how higher the fireman climbs (target: top).
Loudness measure provides information about syllable stress. The intensity of
vocal fold vibration is decided mainly by the loudness. In the Loudness Skill Builder,
the clinicians should find the best way for the patients to make a target. The Table 2
lists the loudness changes during seven-week therapy by loudness skill builder technique
for the patients with right RLN paralysis. The result of speech therapy is obviously.
Table 2: Loudness changes during seven-week therapy

Patient 1 Patient 2 Patient 3 Therapy Technique

(male, 11 y) (male 13 y) (male 14 y)
Ave. Loudness
(week 1) 61.1 dB 66.5 dB 68.2 dB

Ave. Loudness 63.4 dB 67.1 dB 69.1 dB Warm-up.

(week 3) Standing phonation by
turn-head left.
Loudness skill builder with
correct control breathing.
Ave. Loudness
(week 8) 66.2 dB 67.8 dB 71.3 dB Warm-up.
Sitting phonation by turn-head
left.
Loudness skill builder with
correct control breathing.

48
Experiment 3: Voicing Skill Building
Using voicing module could help the children assess their voiced and unvoiced phonation
from the computer screen. Voicing refers to the vocal behavior by which the conversion
of continuous airflow into a series of glottal pulses is regulated. Voiced phonation,
such as /z/, is regulated by the vocal fold vibration, while voiceless phonation such as
/s/, is not regulated by the vocal fold vibration. For example, one way to feel voicing is
to produce a pair of phoneme /s, z/, /f, v/ etc. In the Figure 3, when you phonate a
voiced sound, a mouse (red) will come from left side; when you have a voiceless sound,
a mouse (green) will appear from right side.

Fig. 3. Voicing mode determines which of the mice will run.

Voicing measure provides information about phonatory pattern. Using voicing onset
module, clinicians could assist the children with modification of glottal attacks before
the appearance of supraglottal articulatory event.
Experiment 4: Voicing Onset Skill Building
Using voicing onset module, the clinician can help the children to control the vocal
fold attacks correctly. In the Figure 4, when you initiate a voiced phonation, a flower
will open. If you saw /ba/, /po/, the first flower will open at the beginning of /b/, and the
second flower will open at the beginning of /o/ because /p/ is a voiceless phoneme.

49
Fig. 4. Voicing onset mode controls how the flower opens around the tree.

Voicing onset provides information about glottal attacks. How fast can you make the
ten flower open ? What happens if you extend a vowel, but have voice breaks ? All
these cases depend on the voicing onset.

Experiment 5: Phonation Time Skill Building

The term, Maximum Phonation Time (MPT), implies such abilities in voice production
as how long one can sustain phonation. The patients are instructed to sustain vowel /a/
or other vowel as long as possible following deep inspiration. MPT is decreased in
many pathological states of the larynx, especially in cases with incompetent glottal
closure. MPT values smaller than 10 seconds should be considered to be abnormal.
For example, the clinicians should provide the patients the best way to make the
respiration and phonation correctly. In the Figure 5, the strawberry moves from left to
right when you keep phonation after deep inspiration. The target for you to reach is at
right side. The target setting can be changed for the needs of patients.

50
Fig. 5. Keeping phonation moves the strawberry from left to right.
Experiment 6: Speech Articulation
Speech articulation within vocal tract is determined by three major factors: the place of
major constriction, the degree of constriction at that point and the lip constriction, as in
Figure 6 and Figure 7. The vocal tract shape and lip movement will be provided for
each vowel and consonant. In clinical practice, a brief education about speech articulation
(tongue and lip movement) should be provided before therapy.

Fig. 6 Vowel production (vowel /i/) Fig. 7 Consonant production (vowel /p/)

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 Real-time vowel space training reveals first and second formants for speech inputs.
With this tool, clinician can show patient about the effect of major constriction place in
vocal tract from computer screen. The tongue tip movement mainly determines the
second formant changes. For example, when the children produce a series of vowel /I-
e-æ-a -u/, the vowel tracking will appear as in the Figure 8. By the graphic display, the
clinician can judge the tongue tip position and phonetic accuracy quickly.
Experiment 6: Speech Articulation
Speech articulation within vocal tract is determined by three major factors: the place of
major constriction, the degree of constriction at that point and the lip constriction, as in
Figure 6 and Figure 7. The vocal tract shape and lip movement will be provided for
each vowel and consonant. In clinical practice, a brief education about speech articulation
(tongue and lip movement) should be provided before therapy.

Fig. 8 Dynamic vowel tracking

Experiment 7: Sound Awareness
In Sound Awareness module, the children should understand normal speech level. Another
important thing is to have children to understand difference among non-speech, speech,
whistle and hiss. In the Figure 9, the clinicians can help patients to understand how
much loudness or effect is necessary to move the graphic. The sound can be set to
indicate a normal, conversational speech level. If you set it too high, you might not get
the object to move at all.

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 Fig. 9. A seesaw moves when there is a sound over silence setting.

Vagmi :
Therapy modules are easy to use software tools that effortlessly convert P.C. into
therapy equipment. No programming skills are required to use these modules and even
your child can be his or her own therapist. These modules are visually appealing with
exciting graphics and re enforcement messages. Using Vagmi therapy modules, clinical
reports to great scientific accuracy can also be generated. The following are the therapy
modules:

1. Vagmi Picture-Word-Articulation (PWA) Module can be used

(a) As a Phonic drill to (test) evaluate the pronunciation of speech sounds for the hard
of hearing as well as children with normal hearing and identify the sounds whose
pronunciation have to be corrected
(b) For stroke patients in helping memory recall
(c) To learn a secondary language at word level
This module is currently available in English, Kannada, Telugu, Hindi, Oriya, Arabic,
and is easily programmable by an experienced user to any desired language. Also,

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the existing test can be modified by adding various different pictures and sound clues.
A parent supervisor or a therapist or a special teacher accompanying the client grades
the pronunciation as 'poor', 'just ok', 'fair'; 'average', 'good', etc. A corresponding
reinforcement is given. The score achieved is saved. Pictures and words for all the
speech sounds of a language may be tested in the picture-word-articulation test. Based
on the overall performance, the next step to be followed can be decided. For example,
after the test, if it is observed that the client is unable to pronounce the 's' sound properly,
then the test can focus only on the 's' sounds.
2. Vagmi Therapy Pronunciation Module
There are two broad categories in this module:
● Discrimination tests for fricatives (s, sh, z), stops (p-b, t-d, k-g), laterals (l, r)
and nasals (m, n)
'If one cannot discriminate the sounds, one cannot produce the sounds'. Here, the client
should be able to distinguish if the consonant in a pair of words is the same or different.
After testing his/her ability to discriminate, the pronunciation may be corrected.
● Production therapy
When a client is identified with an inability to produce a particular speech sound correctly,
such incorrect pronunciation of vowels or consonants can be corrected with the help of
appropriate graphs, games, challenges and tasks incorporated in this therapy module.
A unique feature developed out of scientific research and effort by Dr. TVA is the
display of tongue and lip shapes for vowel pronunciation and the subtle distinction
between s and sh. These are in a very effective way incorporated and displayed in our
pronunciation therapy module aiding the child or the client in getting the pronunciation
right within very few attempts.
SpeechViewer III is a sophisticated clinical tool that takes advantage of the computer's
multimedia capabilities. It has a menu bar for quick and elegant access to speech
exercises, point and click capability and enhanced phoneme model creation. There is a
full range of speech exercises, from creating awareness of speech elements to building
skill in those elements. Vibrant color animations and visual feedback of speech attributes
includes pitch, loudness, voicing, timing, spectra, phoneme pronunciation and co-
articulation. The auditory feedback synchronizes with the color graphic display of speech

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patterns (e.g. a teddy bear moving, a balloon expanding, a bouncing ball etc.). Audio
can be replayed at normal or slower speeds. The exercises have been designed as 'games'
and this format will appeal to clients. The graphics are clearly drawn and are age
appropriate with a choice of 4 exercises for most of the elements. Each exercise has a
variety of graphic designs to keep therapy sessions interesting and therefore engage
and involve the client in the activity.
The Exercises Menu
Each exercise is very clearly listed and described in the User Guide and in the
Online Help system. The Purpose, Starting and use of the Settings sections are easy to
understand and follow, even for a lay person! The 34-page tutorial is a comprehensive
guide to using SPV3 more effectively and provides excellent background information
as to its usefulness and application.
When you choose a client ID, or click on Start, you are presented with a menu
with 13 items. These include:
Sound Presence enhances awareness of sound (four delightful games)
Loudness Range enhances awareness of the loudness of sound (e.g. a meter,
a balloon expanding)
Voice Presence develops an awareness of voicing (a clown changes colour,
a man's lips move)
Voice Onset increases the awareness of voicing onset and control over
voicing
Voice Timing improves coordination of respiration and voicing
Pitch Range increases awareness of vocal pitch and quantifies pitch range
Pitch Control builds skill in voluntary fine control of pitch
Phoneme Accuracy improves the accuracy of phoneme production (using a fun
game format)
Multi-phoneme Chains develops skills in pronouncing a sequence of different
phonemes
Two-Phoneme Contrast improves accuracy in contrasting phonemes
Four-Phoneme Contrast improves accuracy in contrasting phonemes

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Pitch and Loudness
Patterning increases skill in producing acceptable speech patterns

Spectra Patterning Uses spectral analysis to improve accuracy of phoneme

production.
On the Menu Bar you see four groups. These each suggest exercises that you might
consider for each speech parameter. The groups are Pitch, Prosody, Voicing and
Phonology. Each of the exercises has a sub menu (e.g. Sound Presence has Alien, Dog,
Flamingo and Kaleidoscope). Some will suit younger clients, whilst others will appeal
to older users. At the base of the screen appears a Status Bar. It indicates such things as
the conditions that have been set, who is speaking (the clinician or the client), the
integrity and status of the statistics, whether the threshold is too loud and shows the
microphone status (on or off).

2.4 Use of Computer Based Speech Equipment for Management

of Voice in Children with Hearing Impairment
Profoundly hearing-impaired children often suffer from disorders of physiological control
like deviant respiratory patterns as well as breathiness, voice breaks, unstable pitch,
nasality and vocal fry. This is due to a restricted use of the vocal apparatus and the fact
that they have to learn oral language by a laborious visual imitation of speaking (Grewel,
1963). Non-visible speech elements like for instance, nasality, voicing, and fundamental
frequency can be related to typical deviations in the speech of profoundly hearing-
impaired children (Martony, 1971; Monsen, 1976; Öster 1992b).
2.4.1 Nasalance Module
In this module, the speech output from the lips (oral level) as well as the nostrils (nasal
level) is broadly separated and their respective levels are measured. Thus one can become
aware of the level of the speech output coming from the nostrils and lips separately.
For example, when a word like 'appa' if said properly, has no nasalance. On the other
hand, when a word like 'amma' is said properly, there will be a presence of a nasal
sound in the word. The colourful display of the levels in this module helps even a hard
of hearing client to become aware of the production of nasal sounds.
Nasalence Measurement
When Nasalence is measured quantitatively, for an ideal voice, for steady vowels, the
nasalence must be 0%; In case of 'hyper-nasality', if the problem is due to lack of
awareness, rather than an organic disorder, therapy is your solution.

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Ideally, when pronouncing 'm' or 'n', nasalence must be as high as possible (>80%). If
not, the case is called 'hypo-nasality' and can be corrected using therapy if the problem
is due to lack of awareness, rather than any organic disorder.
The unique feature of the various modules developed by Voice and Speech Systems is
that it not only provides therapy for various and numerous dimensions of voice and
speech problems but it also gives you an option to measure your deviation from the
normal. Using Vagmi Therapy Nasalence Module one can not only correct hyper or
hypo nasality by means of interesting games but also first measure the degree of
deviation from the normal voice quality and the severity of nasalence in one's voice.
There is an organ called 'velum' near the root of the tongue. Sometimes this is referred
to as 'little tongue'. This acts as a valve. Lifting this valve leads to the blockage of
sounds via the nostrils producing a nasal voice. On the other hand, this valve or the
velum has to be lowered to produce sounds such as 'm', 'n'. When a person is unable to
control the movement of velum and if it is always in a lowered position then his/her
speech sounds highly nasal. This is called 'nasal voice'.
The inability to move the velum may be because of lack of awareness or bad practice.
In such a case therapy programs help one become aware of the action of velum and
there by learn to regulate it. On the other hand, if the nerve connecting to the muscles
of the velum is unable to activate it, it is a permanent damage, may be since birth - a
congenital defect. In such a case therapy will not help.

2.4.2 Therapy for Breath Support Module

The duration for which a client is able to say a steady vowel with a single breath is
referred to as the maximum phonation duration (MPD) or maximum phonation time
(MPT). Poor MPD may arise either because of poor respiratory support or inefficient
use of the available air in the lungs.
Vagmi Therapy Breath Support Module gives you Measurement or Assessment as well
as Therapy menu options to help increase breath support such that the client is able to
talk with strength in their voice and for longer duration without getting tired.
● Voice Initiation and Sustenance - This is a measurement program to verify if the
client's voice has sufficient respiratory support.

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● MPD Measurement - This is to measure the MPD as well as to check the steadiness
in the client's voice.
● MPD Therapy - This has a number of games like Pacman, puzzles and many
challenges to help the client increase their breath support to be able to talk for a
long duration comfortably.
2.4.3 Therapy for Voice Control Module
If voice is of breathy quality, a qualified speech language pathologist or ENT specialist
can ascertain this using the menu options 'Acoustic Glottogram' for measurement
and 'Glottal Leakage for therapy.
Acoustic Glottogram
The phonation signal of a steady 'aa' or 'A' is recorded and the air flow through the
glottis is deduced. The 'pattern' or the 'shape' of the air flow through the glottis depends
on the manner of vibration of the vocal folds. Thus an experienced professional can
interpret the voice quality as breathy or modal or pressed or falsetto by looking at this
pattern. Also, the opening, closing and closed durations relative to pitch period can be
deduced. Using the pattern displayed as a feedback, the client may try to improve the
voice quality.
Glottal Leakage
The duration for which a client can say a steady vowel with a single breath is referred
to as the maximum phonation duration (MPD). Although the respiratory support of the
client is good, the air stored in the lungs may be depleted very fast due to the client's
breathy voice.
This module provides a graphic display corresponding to the voice quality of the client.
One has to achieve as large a phonation duration as possible while maintaining a good
voice quality.
Voice Focus
The pronunciation of sounds must be clearly enunciated. If the movement of the
articulators- tongue, jaw and lips is highly restricted then the voice quality is poor.
Examples of poor voice quality are 'clenched teeth', 'palatalized' etc.
The client is asked to say steady vowels or vowels in a context. Then, the module
measures and gives a graphic display of the spread in 'vowel space'. When the vowel
space of the client is compared with the vowel space of a normal reference, it gives an
idea about how clustered or blurred one's voice is for correction.

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2.5 Use of Computer Based Speech Equipment for Management
of Suprasegmentals in Children with Hearing Impairment
Children with hearing impairment have been found to have a monotonous rhythm due
to incorrect pausing between syllables. Sometimes their fundamental frequency is
extremely high with a lowering at the end of every vowel. The children also had extended
segment duration. Children with a normal speaking rate however may not have fluent
speech fluent, due to the fact that they breathe after every second word. They may
emphasize the beginning and the end of every sentence. The most interesting deviation
is vowel-dependent fundamental frequency variation because of an excessive articulatory
tension. Some children might have a normal fundamental frequency but a remarkably
slow tempo. Furthermore, they might as well extend the occlusion phase in the production
of the plosives /p, t, k/. The prosodic deviations of each child forms the basis for the
rules used to generate the prosody of the simulated speech. The following module is
usually incorporated for management of suprasegmentals:
2.5.1 Intonation and Accent Module
Intonation
The variation in pitch over the length of an utterance is measured while a client
speaks and it is determined if the client's voice has some intonation or is dull, flat or
monotone.
By testing the steadiness in voice, this module also helps as a preliminary screening
tool of a voice disorder. This feature can also be used for practicing to sing a musical
note at a particular appropriate pitch. Also, the same program may be used to measure
the range of pitch- lowest to highest. By displaying the volume instead of the pitch,
rhythmic patterns of short and long vowels in syllables also may be displayed.
Accent
This feature is language independent. A model utterance of any language can be
recorded and saved. This model intonation pattern to be achieved can be displayed in
the upper window. The intonation of the client's production is shown in the lower
window for comparison to achieve the desired intonation of the chosen language. The
client can also listen to the model utterance and compare it with his/her own production
thus getting close and achieving the desired intonation pattern.

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2.6 Basic infrastructure required for using computer based
speech training aids/equipment
2.6.1 Room and equipment:
For an effective computer based speech training it is pertinent to have a few stringent
criterions. According to Rehabilitation council of India guidelines an institute with
speech science lab should ideally be a quiet room. The average size of the room should
be (6×6) sq. ft.. With computer PC- AT with VGA color monitor. Hi- fi ampli deck with
speakers and good microphone, software for diagnostic/therapeutic use, audio cassettes
for training. Other important factors to be considered are a well lit room with good
aeration. Comfortable seating arrangement and a less reverberant room is desirable.
The cleanliness of the room and equipment is essential. Power cables should be nicely
secured. A power back up with voltage stabilizer is also required for unobstructed
training program.
2.6.2 Speech training system:
What distinguishes a good computer-based speech training system? Throughout the
literature many design considerations are mentioned, but few are collected into a
theoretical framework against which different systems can be compared or analyzed.
Watson and Kewley-Port (1989) argues that a good system should possess the same
properties as a speech therapist and defines this with the following characteristics;
● being able to assess the speech of a child and distinguish problem areas, being
able to make a treatment plan
● Give cues in form of produced speech; give feedback based on the child's production
and keep records of how the child performs.
● physical source of feedback, from which modality is the information of the speech
production obtained, standards of evaluation, what kind of model should be used
to compare the speech production with and level and type of detail on which
feedback is based, that is how much processing should be done before the result is
displayed and in which form it should be displayed.
Mahshie (1995) also carries out a discussion on good computer-based aids and does
this from three main pedagogical factors. The task and target skills the child needs to
learn, the cues given to the child and the feedback on how good the production was.
Interesting here is perhaps the task and target skill that is not mentioned by Watson and
Kewley-Port. Other important considerations mentioned in the literature are those

60
concerned with most computer-based systems. The system must be easy to use, clear
instructions are needed and, the system must be acceptable for both therapists and
children (Oster 1996).
● Clear instructions and pedagogical manuals must be created and made available
for use with different groups of children.
● The visual feedback of the child's voice and articulation should be shown
immediately and without delay.
● The aid must be acceptable to the therapist as well as to the child, which means
that the aid must be attractive, interesting, easily comprehensible, easy to handle,
and motivating.
● The visual pattern must be natural, logical and easily understandable. This means
that training parameters as, e.g., pitch could be shown vertically as pitch variations
occur; intensity through the size of an object that becomes larger as a sound becomes
louder and smaller as a sound becomes softer; intonation and stress through a
continuous red curve; duration could be shown horizontally and voicing through a
relationship between voicing and the change of a color.
● The aid should provide a contrastive training, that is, the correct model of the
therapist and the deviant production of the child are shown simultaneously and
compared with each other.
● The aid should provide a flexible, individual, and structural speech and voice
training and give an objective evaluation of the child's training results.

2.7 Tele Speech Therapy/Telepractice

2.7.1 Tele Speech Therapy
Telepractice is the application of telecommunications technology to the delivery of
speech language pathology and audiology professional services at a distance by linking
clinician to client/patient or clinician to clinician for assessment, intervention, and/or
consultation. Supervision, mentoring, and pre-service and continuing education are
other activities that may be conducted through the use of technology.
The term telepractice is rather frequently used terms telemedicine or telehealth to
avoid the misperception that these services are used only in health care settings. Other
terms such as teleaudiology telespeech, and speech teletherapy may be used in addition

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to telepractice. Services delivered by audiologists and speech-language pathologists
are also included in the broader generic term telerehabilitation (American Telemedicine
Association, 2010). Telepractice is an appropriate model of service delivery for
audiologists and speech-language pathologists.
Telepractice venues include schools, medical centers, rehabilitation hospitals, community
health centers, outpatient clinics, universities, clients'/patients' homes, residential health
care facilities, childcare centers, and corporate settings. There are no inherent limits to
where telepractice can be implemented, as long as the services comply with national,
state, institutional, and professional regulations and policies.

2.7.2- Types of Tele speech therapy-

The two most common terms describing types of telepractice are synchronous (client/
patient interactive) and asynchronous (store and forward).
a) Synchronous services are conducted with interactive audio and video connection
in real time to create an in-person experience similar to that achieved in a traditional
encounter. Synchronous services may connect a client/patient or group of clients/
patients with a clinician, or they may include consultation between a clinician and
a specialist (Department of Health and Human Services, 2012).
b) In asynchronous services, images or data are captured and transmitted (i.e., stored
and forwarded) for viewing or interpretation by a professional. Examples include
transmission of voice clips, audiologic testing results, or outcomes of independent
client/patient practice.
c) Hybrid applications of telepractice include combinations of synchronous,
asynchronous, and/or inperson services.

2.7.3- Rules and Regulations of Telepractice:

● Individuals who hold the degree in Speech language Pathology and audiology
should be trained in telepractising can only perform this service.
● Professionals shall evaluate the effectiveness of services provided, technology
employed, and products dispensed, and they shall provide services or dispense
products only when benefit can reasonably be expected.
● Individuals shall make use of technology and instrumentation consistent with
accepted professional guidelines in their areas of practice. When such technology
is not available, an appropriate referral may be made.

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● Individuals shall ensure that all technology and instrumentation used to provide
services or to conduct research and scholarly activities are in proper working order
and are properly calibrated.

2.7.4-Roles and responsibilities for audiologists and SLPs in the provision of services
via telepractice include
● understanding and applying appropriate models of technology used to deliver
services;
● understanding the appropriate specifications and operations of technology used in
delivery of services;
● calibrating and maintaining clinical instruments and telehealth equipment;
● selecting clients who are appropriate for assessment and intervention services via
telepractice;
● selecting and using assessments and interventions that are appropriate to the
technology being used and that take into consideration client/patient and disorder
variables;
● being sensitive to cultural and linguistic variables that affect the identification,
assessment, treatment and management of communication disorders/differences
in individuals receiving services via telepractice;
● training and using support personnel appropriately when delivering services;
● being familiar with the available tools and methods and applying them to evaluate
the effectiveness of services provided and to measure outcomes;
● maintaining appropriate documentation, including informed consent for use of
telepractice and documentation of the telepractice encounter;
● being knowledgeable and compliant with existing rules and regulations regarding
telepractice including security and privacy protections, reimbursement for services,
and licensure, liability and malpractice concerns;
● collaborating with physicians for timely referral and follow-up services (Hofstetter,
Kokesh, Ferguson, & Hood, 2010);
● using web-based technology to engage clients through virtual environments and
other personally salient activities (Towey, 2012).
Telepractice is constantly evolving. Ongoing education and training is required to
maintain expertise and familiarity with changes in technology and potential clinical
applications.

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2.8 Let us sum up
The speech therapist along with educator is irreplaceable and must be present in
all stages of speech teaching. The speech therapist is necessary not only to evaluate the
deviations of the child's speech and to make a plan of suitable exercises, but also to
judge the mood of the child and depending on it make the speech training session as
motivating as possible.
An efficient CBST system must allow the speech therapists to easily adapt and
refine the exercises depending on the development and motivation of the child during
the supervised sessions. In a human-led session, the therapist makes quick changes
between exercises and aids in order to make the session as fulfilling and stimulating as
possible. This variation and knowledge are extremely difficult to mimic automatically
with a computer-based system, but given the functionality a therapist would make the
right choices.
A computer-based speech training aid would be of most help if it supports repeated
practice without the help of a speech therapist. Automation of the speech, that is to
practice a speech sound until it can be produced automatically without being aware of
how it is done exactly, requires much practice. Usually there is not enough time to
accomplish this during speech sessions. If there were systems available that could give
corrections without assistance from a therapist, the repeated practice to automate the
speech sounds could be done by the child on her/his own.
A speech training aid should be easy to adapt to the child and his/her problems.
Every child with a speech deficit is unique and has unique difficulties. Another reason
for adaptability is the motivational factor. Depending of the mood of the child, the
system must be adaptable in order for the therapist to find an exercise that motivates
the child enough to practice more. A CBST system should support language learning.
Speech training is much more than just practicing on producing speech sounds. Children
with speech deficits often have a second impairment in the form of a language deficit,
and the therapist helps the child to further develop the language that the child already
has conquered. The material used in a computer-based system should relate to the daily
life of the children using the system. The therapist tries to connect the exercises with
the daily life of the child in order to support and develop the child's own language. It is
natural that a CBST ideally should do the same. User Profiles There should be a
possibility to store the sounds being trained. This feature is important as a way to

64
record the development of the child, but also to strengthen the connection between
training and the child's own life. A CBST should provide the possibility to store pictures
and text together with the speech sounds. A reoccurring tool in speech training is a
physical notebook, in which pictures and text used in the training are collected. This
tool should be adapted to the CBST situation. Using an electronic note-book such as
Digital Portfolio [13] the therapist can enhance the connection between the training
and the child's experience by adding items that are relevant to the child. As an example,
the exercises could be illustrated with digital images of the child's own life. The
interactive electronic note-book would hence make the system more adaptable and
make it easier to vary the exercises in order to avoid that the training becomes boring.
Due to the variability of the deviations that the children have, the system should ideally
have the same variability.
Rewards: Rewards should be distributed according to the effort made by the child,
and not only the result of the child's attempts. When talking about rewards during one
of the interviews, the problem of how to distribute the reward came up. The therapists
agreed that the notion of rewards is good, but that current CBST systems often distribute
the rewards based only on the result. An example of this is a game where the child
steers a car with its voice and is supposed to avoid colliding with obstacles. The reward,
a cheering sound, is only given if no collisions occurred, which seems hard on a child
who has been trying hard and collided only once during the game. Another example is
implementations where the child gets to play a game as a reward after producing a
specified amount of good pronunciations. Since the children are at different levels and
some children have enormous difficulties that might not ever be overcome, some children
may never get to play a rewarding game or only play for a short time, if rewards are
distributed according to results. The teacher should be able to vary the amount of reward
in a computer-based aid. This feature is needed not only because the children are different
from each other, but also due to the fact that the child develops and acquires new skills.
Parental Involvement If the system or parts of the system should be used outside
the school, or without the presence of a therapist, the exercises must be different than
those used by the therapist. Many parents would like to be more involved in the speech
training.

2.9 Check your progress

● Discuss some of the computer based speech training programmes
● Discuss the management of voice of children with hearing impairment

65
● Discuss the management of suprasegmentals in children with hearing impairment
● What are the basic infrastructure requirement for using computer based speech
training aids/equipment
● Discuss about tele speech therapy

2.10 References:
● Adams, F.R., Crepy, H., Jameson, D., and Thatcher, J. IBM products for persons
with disabilities Global
● Bench, R. J. (1992). Communication skills in hearing-impaired children, Whurr
Publishers Ltd, ISBN 1-56593-075-4, London N1 2UN, England.
● Bernstein, J. (1977). Intelligibility and simulated deaf-like segmental and timing
errors. Record IEEE Int. Conf. Acoust. Speech and Signal Processing, Hartford.
● Beskow, J. Engwall, O. & Granstrom, B., Resynthesis of Facial and Intraoral
Articulation from Simultaneous Measurements. In: Proc. of the XVth International
Congress on Phonetic Sciences 2003, pp. 431-434.
● Bunnell, H.T. Yarrington, D.M. & Polikoff, J.B., STAR: articulation training for
young children, In: International Conference on Spoken Language Processing 2000,
Vol.4, pp. 85-88.
● Engwall, O. & Badin, P., Collecting and analysing two and three-dimensional
MRI data for Swedish, TMH Quarterly Progress and Status Report 3-4, KTH,
1999, pp. 11-38
● Engwall, O., Wik, P., Beskow, J., and Granström B. Design strategies for a virtual
language tutor, In:International Conference on Spoken Language Processing 2004,
Vol. III, pp. 1693-1696
● Öster, A-M. (1989b). Applications and experiences of computer based speech
training. STL/QPSR 4/89, 37-44.
● Öster, A-M. (1989c). Applications and experiences of computer-based speech
training, Proceedings of European Conference on Speech Communication and
Technology (Eurospeech), Paris, 714-717.
● Telecommunications Conference, 1989, and Exhibition. Communications
Technology for the 1990s and Beyond'. GLOBECOM '89, IEEE, 27-30 Nov. 1989,
Vol. 2, 980 - 984
● Youdelman, K. (1994). Computer applications in teaching speech to deaf children,
Proc. of Second Intern. Symp. on Speech and Hearing Sciences, 67-79, Japan.

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Unit 3 ❐ Technology Facilitating Language and
Communication
Structure :
3.1 Introduction
3.2 Objectives
3.3 Low Cost Technology and its application in development of teaching learning
materials
3.3.1 Types of Low Cost Material Used for Teaching
3.3.2 Three types of Low cost Material can be used for successful teaching/
learning as per requirement.
3.3.3 Making and Using Low Cost Teaching Aids
3.4 Electronics and web based technology applications : T.V, digital recorders,
downloaded AV films, search engines, online learning materials, language apps
3.4.1 Language Apps for children
3.5 Web based technology for using and training of ISL
3.6 Sign to text and text to sign technology
3.7 Augmentative and Alternative communication for children with Hearing
Impairment and additional /associating concerns.
3.8 Lets Sum Up
3.9 Check your progress
3.10 References

3.1 Introduction
Technology helps us in learning.It also helps us in improving our knowledge and
skill development. Thereby facilitating language and communication skills.There are
various types of low cost technology which enable not only the disabled population but
also normal students.Visual aids like classroom objects,writing boards,old news papers
help a child to learn. Various printed materials like pictures, magazines, photographs,

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calendars and postcards can be used.Audiovisual materials like cassette, tape-
recorder,cable television,slides and transparencies are also helpful in facilitating
learning.Electronic and web based technology like television,digital
recorders,downloaded AV films also facilitates language and communication.Language
and communication can be achieved through use of search engines,online learning
materials and language apps.
Web based technology has been used for using and training of Indian sign language.
The ISL Pronto live chat support software is now integrated with Lionbridge GeoFluent
to help businesses assist international customers more effectively. Whilst ISL Pronto
enables website customer service with real-timeinteractions between online visitors
and help desk operators translations into and between 30+ languages are initiated on-
demand by customers or operators within the existing ISL Pronto chat application. A
new software application being developed by scientists in Aberdeen is the first of its
kind in the world which can be used on portable devices and allows users to customise
sign language to their own specific needs.The technology has the potential to transform
how sign language users communicate, whether they are profoundly deaf or have lost
hearing in later life.Computing scientists at Technabling, a spin-out company of the
University of Aberdeen, are behind the technology which aims to bridge the gap between
sign language and more standard forms of communication.This technology has the ability
to convert sign to text and text to sign.AAC(Alternative Augmentative Communication)
also facilitates language and communication. Advances in computer technology have
led to the creation of specialized devices-called augmentative and alternative
communication (AAC) devices-that help make it possible for individuals with no speech,
or individuals with poor speech, to overcome their communication
problems.Augmentative devices are designed to support or enhance the speaking
capability of a person. Alternative devices, on the other hand, replace speech as a means
of communication.There are a variety of electronic AAC devices on the market, ranging
from very low tech to very high tech, and ranging in price.

3.2 Objectives
After completion of this unit, the student will be able to :
1. To have knowledge about various Low Cost Technology and its application in
development of teaching learning materials.

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 2. To develop an overview of various Electronics and web based technology
applications:T.V,digital recorders,downloaded AV films,search engines,online
learning materials, language apps
3. To develop knowledge of various web based technology for using and training
of ISL.
4. To know about the concept of sign to text and text to sign.
5. To know about AAC for children with Hearing Impairment.

3.3 Low Cost Technology and its application in development of

teaching learning materials
Visual aids are very important and effective in the process of meaningful teaching
and learning. If we use audio-visual aids considering the needs of the students as well
as the lesson, impact of lesson, teaching and classroom environment is long lasting.
Visual aids capture the attention of students and they start participating and taking
interest in the lesson.Students not only clarify their concept but also associate their
abstract concepts with the visual aids and they get better understanding of the concepts.
Visual examples from surroundings of the daily life work as great motivation for
the students. Paul Stephens (1994) said that for the effective teaching it is necessary for
the teachers to make subject exciting and like that whenever possible the students can
relate to their real world.Teachers should take great interest in selection of creative
teaching techniques and must incorporate low cost AV aids in their lesson plan.Maximize
student participation to lessen teacher's work load. Head teacher may act as a resource
person.School canteen can be a good source to collect resource materials. Every year
assign a project to senior classes that become a permanent part of the school such as
wall clock making and hang it in the classroom or one point camera making and take a
group photo of that year students with their respective teacher and principal and display
it in the entrance or any important place.Honor the class by placing their names on their
projects.
Students individually and in groups under the supervision of subject teacher may
be assigned the preparation of teaching aids which may help out to meet the
expenditure.Hold student's competitions individual and in groups for model preparation.
Such a brain storming initiative will motivate them to come out with hundreds of new
ideas ensuring learning.
Display student's projects in the form of exhibition to inspire others to participate
in such competitions.Appreciate innovative ideas that are not copied from anywhere.

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3.3.1 Types of Low Cost Material Used for Teaching
Teaching aids based from surrounding:
a) Yourself
b) Children
c) Classroom Objects
d) Writing Board
e) Library old newspapers
f) School dustbins
The teachers themselves: The teacher can use gesture, facial expression and actions
to show the meaning of words and to explain situations wear makeup, colors and clothes
that have some symbolic meaning to the lesson.
Children: Children, illustrate the situation according to the instructions given by
the teacher.
Classroom Objects: Such as table, chairs, window, fans etc. can be used as AV aids
to give some specific concepts e. g. talking about materials, preposition (asking position
of different objects) shape, colors etc.
Writing Board: the teacher or students can use it to draw pictures, diagrams, maps
etc.

3.3.2 Three types of Low cost Material can be used for successful teaching/learning
as per requirement.
Printed Materials Audio-Visual Material Display Material
Textbook & Reference Radio Pictures
News Paper Cassette & Tape Recorder Flash Cards
Magazines
Photographs Cable Television Charts
Calendars/ Postcards Satellite Television Graphs
Maps
Slides Diagrams
Transparency Posters & Bulletin Board
Computers/CD's Peg Board
Film Strips Flannel Board Small
Mobile Videos and Sounds

3.3.3 Making and Using Low Cost Teaching Aids

Making teaching aids is an emotionally intellectually aesthetically and professionally

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rewarding experience. It is an act of creation. It is an affirmation that I as a teacher care
about the pupils and believe that, with the help of these learning aids, they can learn. It
is an act of love.Teaching aids provide a stimulus for exploration end thinking. With the
added input of verbal, personal communication with an adult, interaction and discussion
arise...and these are crucial to reel, activity-based learning.
Adults (and older children) help younger ones to interpret sensory and language
experiences, to clarify them and relate them to their previous understandings. Children
then learn by blending language with experiences. They learn to think. For maximum
mental growth and personality development, a child's life needs to be filled with
stimulating, encouraging experiences. Appropriate low cost learning materials (teaching
aids) help children to develop their innate abilities
Who can make these low cost teaching aids?
Teachers, anganwadi / balwadi workers.
Teacher trainees and workshop/refresher course participants.
Older school students...to fulfil the community service requirements of their
syllabus. Interested parents and other community volunteers.Residents of old-age homes,
jail inmates, and others.

3.4 Electronics and web based technology applications : T.V,

digital recorders, downloaded AV films, search engines, online
learning materials, language apps
Children learn best by observing and copying the behaviors of adults. It is therefore
evident that learning is more effective when sensory experiences are stimulated. These
include pictures, slides, radios, videos and other audiovisual tools including TV,Digital
Recorders,downloaded AV films . According to the Webster dictionary, audio-visual
aids is defined as 'training or educational materials directed at both the senses of hearing
and the sense of sight, films, recordings, photographs, etc. used in classroom instructions,
library collections or the likes". There are various types of audiovisual materials ranging
from filmstrips, microforms, slides, projected opaque materials, tape recording and
flashcards. In the current digital world, audiovisual aids have grown exponentially with
several multimedia such as educational DVDs, PowerPoint, television educational series,
youtube, and other online materials. The goal of audio-visual aids is to enhance teacher's
ability to present the lesson in simple, effective and easy to understand for the students.
Audiovisual material make learning more permanent since students use more than one
senses. The outcome is to promote the audiovisual material in secondary schools because
they lack the resource to produce them. The visual instruction makes abstract ideas
more concrete to the learners. This is to provide a basis for schools to understand the

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important roles in encouraging and supporting the use of audiovisual resource. In
addition, studies have shown that there is significant difference between the use and
non-use of audiovisual material in teaching and learning.
The web is a fast growing Technology.The number of sites doubles every six
months.Web is too vast to browse by merely following the links.A number of websites
consist of searchable indexes to information on the web.Infosys and yahoo are topic
oriented indexes.Altavista is a search engine with availability of full text
indexes.Askjeeves is a natural language search site.Search engines keep track of
information available on the internet.They have programs to follow everylink in a given
page and make an entry into huge database,which is often indexed.There is another
type of search engine known as meta search engine that gives information to other
search engines.There are various online learning materials which help in facilitating
language and communication that can be accessed in the internet.Apart from that we
have various language apps available and downloaded in ipads and mobiles which
facilitate communication.Some of them are discussed below.

3.4.1 Language Apps for children

App Name Focus Age Description Purchase/Download

Group Info
Peek-a-Boo ● Spatial concepts (in, 0-3 Listen to animal noises, Free on iTunes for
Barn Lite on, under, next to) then push barn doors to iPhone/iPad
● Animal sounds reveal the farm animal and Android
● Vocabulary (animals inside. Available in 10
names, open/shut, languages.
barn)
● Turn-taking
● WH questions
(what, where)
Toca Boca ● Verbs 2-6 Choose and prepare Free on iTunes for
Kitchen ● Labeling (foods) various foods before iPhone/iPad
Monsters ● Language expansion feeding them to a
(practice 2+ word Toca monster.
phrases)
● WH questions
● Following directions
● Environmental
sounds

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App Name Focus Age Description Purchase/Download
Group Info
Tally Tots ● Verbs 2-6 Involves counting 1-20. iTunes for
● Two-word Each number coordinates iPhone/iPad and
combinations with an activity that KindleFire/Android
● Counting illustrates language
● Concepts (i.e. concepts
matching, size
(big/little, on/off)
● Following directions
Speech ● Articulation All Watch a virtual mouth Free on iTunes for
Tutor ● Visual cues (what Ages as it produces selected iPhone/iPad
mouth, lips, tongue, sounds. This application
etc. are doing) for also provides tips for
production producing the sound and
● Tips for producing age for when we expect
the sound mastery of each sound.
● Other information
about a selected
sound
My Play ● Vocabulary 2-6 Manipulate people and Free on iTunes for
Home Lite (around the house) things inside an interactive iPad and Android
● Actions home (i.e. make Mom
● Pronouns drink water, put Dad
● Following directions behind the couch, make
the boy jump on a chair).
Articulation ● Articulation All Speech sounds in words, Free to download on
Station ● Matching ages sentences and stories in iTunes for iPhone/iPad
● Labeling all positions of words (i.e.
initial, medial and final).
Choose from flashcards
or matching games. Easy
to keep track of accuracy
and progress
iSequence ● Sequencing 5-7 Put 3-4 picture sequences On iTunes for
● Expressive language in the correct order. iPhone/iPad
(grammar, syntax) Includes 100 sequences.
● Vocabulary

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 App Name Focus Age Description Purchase/Download
Group Info
Blue Whale- ● Apraxia and 1+ Imitate consonant-vowel- On iTunes for iPad.
NACD articulation (CVC consonant ("CVC") Also available for for
productions only) productions. 8 levels of Kindle, Android
complexity included. tablets and Nook.
Describe ● Word-finding 5+ Complements EET On iTunes for iPad
It to Me ● Categories program (Expanding (free sample on
● Salient features Expression Tool). App iTunes).
● Object function can be used both
● Parts expressively (e.g. to
● Location generate ideas), or
receptively (e.g. correctly
select or point to various
objects' categories,
function, parts). Customize
vocabulary given child's
needs, as well as skills
targeted (categories,
parts, etc).
Full Social ● Understanding 5-12 Videos are organized On iTunes for
Skills Builder emotions according to age group iPhone/iPad.
● Perspective taking (school age, adolescent).
● Identifying Watch videos in different
appropriate responses environments (school,
(making comments, community). Child answers
asking for information) 3-5 multiple choice
questions following video.

Here are seven other assistive communication apps for the iPad that you may find useful:
Proloquo2Go

Company: AssistiveWare

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 Proloque2Go is the most well known of all the assistive communications apps on
the iPad. It is also one of the priciest. Proloque2Go is a full-featured augmentative and
alternative communication solution for autistic children who have difficulty speaking.
Easy to set up and use it provides natural sounding text-to-speech voices, high resolution
up-to-date symbols, powerful automatic conjugations, a default vocabulary of over 7,000
items and is fully expandable. The app is very easy for individuals with special needs to
navigate through the menus. It has a beautiful graphic display and great voice quality.
iCommunicate for iPad
iCommunicate for iPad allows you to create pictures, flashcards, storyboards,
routines, visual schedules and record custom audio in any language. Aside from beeing
an AAC device iCommunicate also includes task completion and audio visual prompting.
iCommunicate comes preloaded with 10,000 symblstix pictures. You also have the
ability to insert Google images and the story boards are printable. One negative is that
this app is for the iPad only. The feature set is definitley not as robust as Proloque2Go,
but you get what you pay for.
iComm

Looking to get your feet wet with an AAC app without forking over big bucks?
iComm may be for you. iComm lets you load picture and audio and record your own
voices. Ideal for children with autism, cerebral palsy, apraxia and down syndrome. A
heads up, although this app is free a lot of the features available. Another downer is that
iComm only works with the iPad and iPhone and not the iPod Touch.
My Talk Tools Mobile

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 My Talk Tools Mobile for the iPhone, iPod touch and iPad enables people with
communication difficulties to express their needs and desires to those around them. My
Talk Mobile represents a major breakthrough in augmentative, alternative
communications (AAC) by making it easy to customize how you communicate through
a variety of images, pictures, symbols and audio files including human voice. In 5
minutes, you can create your very own content and communicate in a way that YOU
choose. My Talk offers a robust feature set for the price. The app can also be shown on
an external display making it great for school.
Look2Learn - AAC

Look2Learn (L2L), a revolutionary AAC software application for the iPod Touch,
iPhone, and iPad allows individuals to work at their communicative level using
photographs to express wants and needs. The easy to use system integrates preloaded
vocal output so that individuals can use their "voice". In addition, users are able to
record their own personalized audio and pair it with photos! This is a good app for
beginners not willing to shell out more money. One thing to concerned about is that the
app can only hold 140 pictures.
Voice4U

Voice4u, is a revolutionary AAC (augmentative and alternative communication)

application that helps individuals to express their feeling, thought, actions and things
they need. It is a perfect solution for learning and communication for autistic individuals
and people around them. With it, you will never have to guess at an individuals' wants

76
and needs and will break down the barriers of communication for individuals with
special needs. Two complaints about Voice4U are that the illustrations are not the best
and that you are limited to 9 categories.
iConverse

XcellentCreations
iConverse is an educational tool designed for young children, autistic individuals,
and individuals with other communicative disabilities, and also toddler-aged children
who have yet to master language. iConverse is an Augmentative Alternative
Communication (AAC) application for the iPhone and iPod Touch that replaces bulky
and expensive communication devices used in the past. iConverse comes with only 6
preloaded image buttons so you will need to do some button making work before you
can use it. It also does not come with a scheduler to help with transitions.
Use of computers for communication and networking activities via the Internet
can expand the learning environment beyond the walls of the classroom and allow
students with disabilities, just like other students, to access and send information literally
around the world. Yet improved access and delivery systems do not necessarily bring
improved instruction. To the contrary, improved learning is dependent upon the quality
of instruction and not on the medium through which it is delivered.Communication
technologies become a powerful tool for learning only if they offer students opportunities
to gather a wide variety of resources and information and then to exchange their thoughts
and ideas with others in collaborative learning environments, networked through the
Internet. Use of web based technology can enhance a student's acquisition of skills and
content knowledge when the computer is used to deliver well-designed and well-managed
instruction.A teacher's ultimate goal is to help students develop skills and knowledge
that can be used in real-world settings.Many computer-based applications--such as the
Internet, communication technologies,CD-ROM reference materials, and multimedia
presentation tools can provide students with opportunities to use their skills to engage
in projects.

77
3.5 Web based technology for using and training of ISL
Cloud-based remote desktop, live chat and web conferencing solutions, had
announced a partnership with Lionbridge Technologies, Inc. (NASDAQ: LIOX), a
leading provider of translation solutions, to deliver customer support software with
automated multi-language chat translations. The ISL Pronto live chat support software
is now integrated with Lionbridge GeoFluent to help businesses assist international
customers more effectively. Whilst ISL Pronto enables website customer service with
real-time interactions between online visitors and help desk operators, the integrated
GeoFluent service delivers instant, quality translations of their text chats. Translations
into and between 30+ languages are initiated on-demand by customers or operators
within the existing ISL Pronto chat application. ISL Pronto is live chat support software
for websites that lets you respond directly to your online visitors and offer immediate
technical assistance. Apart from basic text chatting, rich functionality such as customer
identification, CRM integration, quality desktop sharing and a video conference,
improves consumer satisfaction and increases conversions. Unlike other live chat
solutions, ISL Pronto is available in 32 languages, including most of the European
languages, as well as Arabic, Japanese and Chinese.
Although international companies find the service appealing, the main problem
with real time support remains in language related issues. "Since the language barrier
exists in a surprisingly high percentage of chats," explained Jure Pompe, CEO and co-
founder of ISL Online, "we wanted to improve ISL Pronto with an automated on-demand
translation service to help assist international customers better, faster and without the
extra language-specific operators. Lionbridge's GeoFluent was the logical addition to
our chatting facilities."
GeoFluent is a customized automated translation solution for customer support
applications such as online chat and community applications. Unlike other automated
translation solutions, GeoFluent's patent-pending technology delivers an actionable and
understandable real-time translation where other automated approaches fail, and where
traditional translation approaches are not practical. With GeoFluent, support
organisations can expand their international operations more easily while reducing their
costs. In India Indian Institute of Technology Guwahati is undergoing a research
project.Development of Text to Speech System in Assamese and Manipuri Languages
Sponsoring Agency: DIT, Govt. of India. Principal Investigator: Prof. S. R. M. Prasanna
Co-investigator: Dr. R. Singh (CSE Dept.)
Another research project is been carried out in IIT,Guwahati on Development of

78
an Indian Sign Language Recognition System for Hearing Impaired Students of India.
Sponsoring Agency: National Mission on Education through ICT, MHRD,
Government of India.
Sponsoring Agency: National Mission on Education through ICT, MHRD,
Government of India.
Principal Investigator: Dr. M. K. Bhuyan
Co-investigator: Prof. P.K. Bora
Ramakrishna Mission Vivekananda University , was established with Faculty of
Disability Management and Special Education (FDMSE) as one of its faculties in
Ramakrishna Mission Vidyalaya, Perianaickenpalayam, Coimbatore.They have created
a visual dictionary of Indian Sign Language containing huge number of signs and they
are improving it everyday. They are also planning to introduce flash cards, quizzes,
puzzles etc to make learning Sign Language easy and fun.

3.6 Sign to text and text to sign technology

The software application being developed by scientists in Aberdeen is the first of
its kind in the world which can be used on portable devices and allows users to customise
sign language to their own specific needs.The technology has the potential to transform
how sign language users communicate, whether they are profoundly deaf or have lost
hearing in later life.Computing scientists at Technabling, a spin-out company of the
University of Aberdeen, are behind the technology which aims to bridge the gap between
sign language and more standard forms of communication.One of its main focuses is to
help young deaf people gain employment opportunities.Dr Ernesto Compatangelo, a
lecturer in Computing Science at the University of Aberdeen, and founder and Director
of Technabling said: "The aim of the technology - known as the Portable Sign language
Translator (PSLT) - is to empower sign language users by enabling them to overcome
the communication challenges they can experience, through portable technology."The
user signs into a standard camera integrated into a laptop, notebook, Smartphone or
other portable device such as a tablet."Their signs are immediately translated into text
which can be read by the person they are conversing with."The intent is to develop an
application - an "app" in Smartphone terms - that is easily accessible and could be used
on different devices including Smartphones, laptops and PCs. "The PSLT has the potential
to be used with a range of sign languages including British Sign Language (BSL) and

79
Makaton.The number of people in the UK whose first or preferred language is BSL is
estimated to be between 50,000 (Action on Hearing Loss) and 70,000 (British Deaf
Association).BSL is however, a general-purpose language and therefore poses limitations
for users, making it impossible for them to easily express certain concepts and terms
that are very specific or used only within particular areas of society - for example
education and the workplace.To overcome this, PSLT enables users to personalise sign
language to their own individual needs.In India some IT based companies are trying to
develop some web based software and mobile applications to convert the sign to text
and text to sign.

3.7 Augmentative and Alternative communication for children

with Hearing Impairment and additional /associating
concerns.
Advances in computer technology have led to the creation of specialized devices-
called augmentative and alternative communication (AAC) devices-that help make it
possible for individuals with no speech, or individuals with poor speech, to overcome
their communication problems.Augmentative devices are designed to support or enhance
the speaking capability of a person. Alternative devices, on the other hand, replace
speech as a means of communication.There are a variety of electronic AAC devices on
the market, ranging from very low tech to very high tech, and ranging in price. Some
devices are "dedicated,"that is, their only purpose is to provide a means of
communication. Other devices have been designed to work in conjunction with a
computer that plays multiple roles (such as word processing or calculations). In addition,
existing computers can now be modified for use as an AAC device through the addition
of special communication software and hardware. These modifications are often less
expensive and more flexible than many custom-built AAC devices.All AAC systems
vary in terms of their portability, complexity, input method, vocabulary representation
format, and means of output delivery. Selecting an appropriate system must be tied to
the needs and capabilities of the student. For example, students with physical or mental
disabilities who cannot use a standard keyboard can use alternative input devices, such
as touch-sensitive pads,selection switches, or optical pointing devices. For students
who have difficulty with vocabulary, AAC systems have been developed to allow
communication through word selection devices or even devices using pictures and

80
graphics. To assist students with disabilities in delivering a message, various speech
and print output devices have been developed. Today, many communication devices
have incorporated either synthetic or digital speech output.Synthetic speech is artificially
generated by the computer, while digital speech is an actual recording of human speech
stored in the memory of the device. Written output can be provided by printers that are
built into the communication device or attached externally, but this option is cumbersome
because of the large amount of paper required. As a result, some devices use liquid
crystal displays (LCDs) to show students' messages--some displaying a single line of
text at a time, some displaying multiple lines of text, and some using both the LCD and
speech output together.Clearly, AAC systems can be extremely powerful tools for
individuals with speech and language disorders. At a banquet for software publishers in
1998, a letter was read from a young man whose computer had been outfitted with a
device converting text to speech output. In his letter, he talked about how technology
had changed his life:"Until now, I have never had a voice or a way to communicate.
Until this year I was in a special education classroom. Now I am in the regular school in
eighth grade. My computer has been the best thing that has ever happened to me in my
life. Now people do not have to read my words. They can listen like everyone else."
While an AAC device can enable some students with severe communication disorders
to participate in instructional activities alongside their nondisabled peers, the rate of
message transmission is still quite slow compared with normal speech. As computer-
based technologies advance and AAC devices become smaller, more flexible, and less
expensive, they will likely help even more students with communication disorders in
the future.

3.8 Let Us Sum Up

Technology plays a very important role in facilitating language and
communication.Both low cost technology as well web based technology helps in
development and learning.Low cost aids like printed materials as in books,news papers,
magazines, articles, calendars, postcards, flashcards, diagrams, charts, etc facilitates
learning. Apart from it Audiovisual aids using electronic technology like television.digital
recorders, audiovisual films also helps in learning.Internet has made everything and
anything impossible as possible.With one touch and click everything is in our
hands.Various search engines,online learning materials and various downloaded language
apps can facilitate learning.

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 Web based technology for using and training in ISL implies to the use of Internet
based technology for training in Indian Sign Language.The ISL Pronto is a recent
development which is a live chat support software for websites that lets you respond
directly to your online visitors and offer immediate technical assistance. IIT Guwahati
is undergoing two projects regarding web based technology and its use in ISL.Ramkrishna
Mission ,Coimbatore has developed a web based ISL Dictionary.
AAC systems can be extremely powerful tools enabling some students with severe
communication disorders to participate in instructional activities alongside their
nondisabled peers.
The barriers of inadequate teacher training and high cost are problematic-
significantly inhibiting the use of technology in classroom settings. There is no doubt
that technology has the potential to act as an equalizer by freeing many students from
their disability in a way that allows them to achieve their true potential. More widespread
use of technology would meet both the legal requirements and the spirit of the laws
calling for students with special needs to be educated in the least restrictive environment.
Working together, parents, teachers,administrators, and school board members, as well
as both students with disabilities and their nondisabled peers, can help create classroom
environments in which all students have opportunities to learn.

3.9 Check your progress

1. What do you mean by low cost technology teaching aids?
2. What are the different types of low cost technology teaching aids?
3. What are the different electronic and web based applications?
4. How can internet be used as a technology facilitating language and
communication?
5. What is sign to text and text to sign technology?
6. How can web based technology be used in training of ISL?
7. What is Alternative and Augmentative Communication?
8. What are the different types of AAC'S used for Hearing Impaired population?

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3.10 References
1. Audiovisual education - Wikipedia https://en.wikipedia.org/wiki/
Audiovisual_education
2. Use of Computer Technology to Help Students with Special Needs Ted S.
Hasselbring Candyce H.Williams Glaser. The Future of Children CHILDREN
AND COMPUTER TECHNOLOGY Vol. 10 o No. 2 - Fall/Winter 2000
3. "Utilising Audio Visual Aids to make learning Easy and Effective in Primary
Education". International Journal of Scientific Research. 3: 62-68.
4. Aggarwal, JC (2009). Principles, Methods & Techniques Of Teaching. India:
Vikas Publishing House Pvt Ltd, India.
5. Akram, S.; Sufiana; Malik, K. (2012). ") Use of audio visual aids for effective
teaching of biology at secondary schools level". Education Leadership. 50: 10597-
10605.
6. Our 10 Favorite Speech and Language Apps for Kids September 12, 2013 in
Development, Education, Games, Kindergarten-5th Grade, Middle School,
Parenting, Reading, School, Speech and Language, Technology by Lisa Vanselow
7. Assistive Communication Apps in the iPad App Store - Friendship
...www.friendshipcircle.org/.../7-assistive-communication-apps-in-the-ipad-app-
store
8. Information and Communications Technology for Teachers. S. Ratnajeevan H.
Hoole, K. Navukkarasu.
9. Technology that translates sign language into text aims to empower sign language
users www.abdn.ac.uk/news/4294

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Unit 4 ❐ Technology Facilitating Education
Structure :
4.1 Introduction
4.2 Objectives
4.3 Technology and its impact on education: changing trends in teaching and
learning
4.4 Technology products for educational purposes: listening (induction loop/FM/
IR), visual (speech to text/ text to speech) audio visual (computer based
learning & self learning packages, multimedia)
4.5 Technology Based Education Services : Online learning, Web based learning,
Computer Assisted Learning, Video remote interpreting, C-Print technology,
open, chose and real time captioning.
4.6 ICT and education of children with hearing impairment: Planning,
implementation and evaluation of teaching-learning
4.7 Future Technologies: Universal Design: Meaning & scope
4.8 Let Us Sum UP
4.9 Check your progress
4.10 References

4.1 Introduction
Technology is everywhere in education: Public schools in the United States now
provide at least one computer for every five students. Learning management systems,
student information systems, and other software are also used to distribute assignments,
manage schedules and communications, and track student progress. Educational software
and applications have grown more "adaptive," relying on technology and algorithms to
determine not only what a student knows, but what his or her learning process is, and
even his or her emotional state. For all the technological progress, though, implementation
remains a major challenge. Schools and educators across the country continue to wrestle
with the changing role of teachers, how to balance flexibles and "personalized" models

84
with the state and federal accountability requirements they still must meet, and the
deeper cultural challenge of changing educators' long-standing habits and routines.
Despite the massive investments that many school systems are making, the evidence
that digital personalized learning can improve student outcomes or narrow achievement
gaps at scale remains scattered, at best.

4.2 Objectives
After learning this unit the learners will be able to:
 Know about the technological impact on education
 Know about the changing trends in teaching and learning process
 Know about various technology products for educational purposes
 Know about the technology based educational services
 Know about the importance of Information and communication technology and
its impact on education of children with hearing impairment
 Know about the future technologies and universal design also

4.3 Technology and its impact on education: changing trends in

teaching and learning
The definition begins with the proposition that "educational technology is the study
and ethical practice of facilitating learning . . ." indicating that helping people to learn is
the primary and essential purpose of educational technology. All of the AECT definitions
since 1963 have referred to learning as the end product of educational technology.
However, the definitions have differed regarding the strength of the connection between
technological interventions and changes in learner capability.
According to Association for Educational Communications and Technology as "the
study and ethical practice of facilitating learning and improving performance by creating,
using, and managing appropriate technological processes and resources". Educational
technology refers to the use of both physical hardware and educational theoretics. It
encompasses several domains, including learning theory, computer-based training, online
learning, and, where mobile technologies are used, m-learning. Accordingly, there are
several discrete aspects to describing the intellectual and technical development of
educational technology:

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  Educational technology as the theory and practice of educational approaches to
learning
 Educational technology as technological tools and media that assist in the
communication of knowledge, and its development and exchange
 Educational technology for learning management systems (LMS), such as tools
for student and curriculum management, and education management information
systems (EMIS)
 Educational technology itself as an educational subject; such courses may be called
"Computer Studies".
When children with disabil ities are given opportunities to flourish as any other
children, they have the potential to lead fulfilling lives and to contribute to the social,
cultural and economic vitality of their communities. Yet surviving and thriving can be
especially difficult for children with disabilities. All too often they are isolated and
excluded, cut off from health, education and social services, and with limited
opportunities to participate in family and community life. This frequently impacts on
their future employment opportunities and participation in civic life. Assistive technology
includes products and related services that improve the functioning of children with
disabilities. It can be instrumental for children's development and health, as well as for
participation in various facets of life. These include communication, mobility, self-
care, household tasks, family relationships, education, and engagement in play and
recreation. Assistive technology can enhance the quality of life of both children and
their families.
Assistive technology is one of the key elements to advancing inclusion of children
with disabilities together with additional supports such as personal assistance, sign
language interpreters and removal of barriers. Access to assistive technology for children
with disabilities is critical for many to access and benefit from education. Access to
assistive technology is a precondition for achieving equal opportunities, enjoying human
rights and living in dignity. Girls and boys with disabilities are entitled to available and
affordable assistive technology.
The global need for assistive technology for children has not yet been adequately
quantified. Estimates indicate that about 0.5% of a population need prosthetic or orthotic

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devices, about 1% need a wheelchair, and about 3% need a hearing aid. These needs
vary between countries as well as between regions within a country due to factors such
as variations in age distribution and prevalence of various impairments. In developing
countries, up to 0.6% of children have hearing impairments within the neonatal period.
However, hearing aids are not always an appropriate solution. In Chile and China, about
7-9% of school aged children would benefit from using properly prescribed eyeglasses.
In Sweden, about 0.2% of all children aged 0-17 years use wheelchairs. In some African
countries, the largest discrepancy between self-reported needs for and received
rehabilitation services was found to be in the area of assistive technology. WHO estimates
that only 5-15% of assistive technology needs are met in many developing countries.
Studies in Malawi and Namibia indicate that more than 80% of those who need assistive
technology do not have it.
When appropriate to the user and the user's environment, assistive technology is a
powerful tool to increase independence and improve participation. It helps individual
children become mobile, communicate more effectively, see and hear better, and
participate more fully in learning activities. Moreover, assistive technology supports
children to access and enjoy their rights; do things they value; and bridges disparities
between children with and without disabilities. It provides the means of access to and
participation in educational, social and recreational opportunities; empowers greater
physical and mental function and improved self-esteem; and reduces costs for educational
services and individual supports. Benefits in areas such as health, mobility and education
have been linked to the use of assistive technology. By improving access to education
and increasing achievement in school, assistive technology can have a positive
socioeconomic effect on the lives of children with disabilities.
By facilitating the participation and inclusion of children with disabilities in all
aspects of life, assistive technology can impact on self-image, self esteem and sense of
self-worth. In a study in Bangladesh, the use of assistive technology was associated
with better attitudes from community members. "Given opportunities to flourish as
others might, children with disabilities have the potential to lead fulfilling lives and to
contribute to the social, cultural and economic vitality of their communities". Assistive
technology reduces costs when it supports early childhood development and educational
achievement, and avoids repetition of learning missed due to educational barriers. It
reduces costs by supporting independent functioning and access to healthcare in lieu of
personal support services, and independent community living in lieu of

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institutionalization. Assistive technology may "reduce the need for formal support
services, reduce the time and physical burden for caregivers, [and prevent] falls, injuries,
further impairments and premature death". The link between school dropout and
unemployment is clear, and frequently leads to high costs for society. An educated child
with a disability supported by assistive technology will have better opportunities for
employment. This results in less dependence on welfare and social security measures,
greater contribution to the country's economy and gross domestic product (GDP), and a
return on investment that goes beyond an individual family to the larger nation. For
example, in Sweden, the cost for assistive technology for a student is recovered if he or
she is able to enter the labour market just one month earlier due to this technology.
Thus, assistive technology is an important part of any development strategy.
Providing assistive technology to children as early as possible will facilitate their
development and prevent secondary conditions such as deformities. For example,
correction of a clubfoot by the means of a simple foot orthosis at an early age may
reduce the need for costly surgery at an older age. Some children with severe disabilities
that are unable to attend school can access education from home and communicate with
others with the help of assistive technologies, accessible information and communication
technologies (ICTs) or cloud-based services. ICTs offer new ways to break down
accessibility barriers and provide children with disabilities the opportunities to exchange
knowledge and information, and to communicate in ways they otherwise have not been
able to do. ICT tools and applications are paving the way for children with disabilities
to access educational materials and resources in different formats and to engage in the
same academic activities as their peers without disabilities.
There are over 11 million people with a limiting long-term illness, impairment or
disability in the UK. Many of them are using educational resources and completing
university courses. Universities have a responsibility to provide these students, and all
students, with the necessary learning materials regardless of their accessibility needs. It
is here, in the place where educational resources and students with disabilities intersect,
that technology has a vital role to play. Technology could operate as the great equalizer.
It could and indeed, it should help move all students towards a level playing field. This
is particularly true in when it comes to learning resources, and specifically textbooks.
Textbooks are core to the university learning experience, yet for students with
disabilities, particularly those with visual impairments, they can be a challenge. Static
print sizes, outdated tools to translate print to speech, and complicated page layout and

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design can make it harder for those with a disability. This in turn impacts on the quality
of their educational experience. A study conducted by the Higher Education Academy
among students in the UK indicated that resources are a common issue affecting the
happiness of disabled students.
Consider another statistic: according to the Office for Disability Issues, disabled
people are around three times less likely to hold any qualifications than non-disabled
people, and around half as likely to hold a degree-level qualification. A total of 19.2%
of working-age disabled people do not hold any formal qualification. Technology can
change things. One area in which this is true is e-textbooks, the digital representation of
a print text. In the shift from print textbooks to e-textbooks, accessibility can be moved
to another level. Suddenly text isn't an unchangeable object; it can be scaled up or down
depending on the student's needs. Images can be read aloud through tagging tools. Access
to print-fidelity page images means students can follow along in lectures page by page.
Simultaneously, access to text representation (suited to screen readers and text-to-speech
software) means students can adjust their e-textbook according to their needs.
Through technology, learning is becoming increasingly flexible. It can move outside
the lecture hall, on to podcasts, and across devices, becoming available anywhere and
at any time. The Higher Education Academy noted that students with disabilities have
a need for flexibility. Technology can help provide this. Students no longer have to
carry around heavy textbooks. Nor do they have to go physically to the library or
bookshop to access learning materials.
Resources such as e-textbooks have taken off in the past few years. In the US, the
Student E-rent Pilot Project (STEPP) programme offers e-textbooks specifically modified
for accessibility, in support of the Americans with Disabilities Act and the Rehabilitation
Act of 1973, Section 504. A survey of 1,185 students found that 77% reported having
saved money by renting their textbooks, and 80% who needed an accessible textbook
were satisfied with the quality of accessibility.
It's only a matter of time before similar technological developments happen in the
UK. Over the past few years, concerns about the student experience for individuals
with disabilities have grown. Today's students are paying more than ever for a university
education. Higher tuition fees and a growing awareness of disabilities will drive
developments in technological resources. Yet there's another dimension to consider: in
an era of increased fees, affordable educational resources are key. All students are

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concerned to find savings. Students with print-related disabilities should be able to
enjoy the cost-saving benefits made possible by online learning materials. They also
should be able to access the countless digital efficiencies of these resources, the types
that their peers have enjoyed for years.
While technological advances have been happening, there is still more to be done.
Universities, companies, and e-textbook providers need to emphasise low-barrier,
commercial alternatives for all higher education accessibility needs. They need to aim
to provide industry-leading access to all subject areas, including Stem subjects.
Providers need to go beyond content access and come up with more universal
design study tools that assist all students. Technology has helped increase accessibility
in universities, but there is still a way to go.
Technology can be the great equalizer in a classroom with diverse learners. Whereas
teachers can find it difficult to differentiate instruction for 30+ students in one class, all
with different needs and abilities, "assistive technology" (devices and software to assist
students with disabilities) can often help teachers personalize lessons and skills
enhancement to each child. Children with learning disabilities often have better
technology skills than their teachers and are drawn to computers and other gadgets, so
using them in the classroom makes perfect sense. For children with physical disabilities,
technology can give access to learning opportunities previously closed to them. E-readers
help students turn book pages without applying dexterity, and voice adaptive software
can help students answer questions without needing to write. Computers are engaging
and more advanced than the typical modified lesson allows. The widely-used teacher
education textbook Educating Exceptional Children has a special section in each chapter
focused on assistive technology explaining how it is used with exceptionalities ranging
from giftedness to autism. Assistive technology is not always just for students with
disabilities; it can be used to help any student with motivation, academic skills, and
social development.
UNC's Center for Literacy and Disability Studies uses technology in their mission
to promote literacy and communication for individuals of all ages with disabilities. The
Center has developed a three-part video on reading assessment and assistive technology
that explains evidence-based practices of improving literacy through technology.
Additionally, the Center has developed "alternative pencils" for students with disabilities
who cannot hold a traditional pencil or see a page, including children with deaf-blindness.

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These technologies include alphabet eye gaze frames allowing children to "point" to
letters with their eyes, onscreen keyboards that are controlled by switches, and electronic
flipcharts.
LEARN NC (Learn NC was a program of the University of North Carolina at
Chapel Hill School of Education from 1997 - 2013. It provided lesson plans, professional
development, and innovative web resources to support teachers, build community and
provide K - 12 education in North Carolina. Learn NC is no longer supported by the
School of Education - this is a historical archive of their website) offers an extensive set
of resources to help teachers meet the needs of all learners, including "Reaching Every
Learner: Differentiating Instruction in Theory and Practice," a series of articles and
web conferences about differentiation. In addition, LEARN NC's technology integration
page provides links to web resources, lesson plans, articles, and online courses designed
to help educators incorporate technology into their teaching
Voice thread is a free software program that captures student voices and photos in
order to collaborate on a topic. It is a technological substitute for written papers and
allows students freedom to narrate their own projects.
Sounding Board is an ipad/ipod Touch app that lets a student turn their device into
a story board communicator. Students with writing disabilities and communication
disorders can use the symbols to create their own messages in the same way that
traditional symbol boards work, but easily and with a limitless supply of symbols.
Tech matrix offers consumer guides and links to software and assistive technology
devices for students with disabilities. The site is sponsored by the National Center for
Technology Innovation and the Center for Implementing Technology in Education. Tech
matrix gives information and links to resources for teaching science, math, reading,
and writing using technology with special education students.

4.4 Technology products for educational purposes: listening

(induction loop/FM/IR), visual (speech to text/ text to speech)
audio visual (computer based learning & self learning
packages, multimedia)
Technology plays an important role in providing a delivery mechanism to reach
the next generation of explorers to inspire, inform, and involve them in NASA research

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activities and encourage them to pursue science, technology, engineering and
mathematics fields. NASA is committed to distributing educational information through
instructional and outreach products. In the future, powerful technologies will enable
new learning environments to be developed that use simulations, visualizations,
immersive environments, game playing and learner networking. These tools will create
rich and compelling learning opportunities, thereby meeting the needs of learners while
empowering educators and other adults to unlock the potential of a student's mind.
Learning will be on demand, meaning that students, educators, and the general public
will have access to exactly what they need when they need it. NASA is moving toward
this education future by developing new methods for making its exciting discoveries
and valuable resources available to students, educators and the public.
Flash notes allow students to upload their lecture notes and sell them to other
students who need more help or resources. The rating system allows the best note takers
to get more business and the general pool of knowledge expands as students continue
to share their work with one another.
Study Blue's main attraction is that it is mobile. Whether standing in line for coffee,
riding the train, or waiting at the dentist, a student can easily access their class work and
prepare for an exam. The social aspect also helps students find other people studying
similar subjects, capitalizing on a different set of notes and study guides.
Imagine the ability to sign your name on a digital document using only your finger
and the air. That is technology behind LEAP Motion, a company intent on giving people
a more natural way to interact with the computer. LEAP has developed a piece of
hardware that allows anyone to write, draw, zoom, play, and interact with their computer
screen using a finger, fingers, or entire hand. By moving your hand over the device, the
mouse follows your movements.
Celly is a text-messaging network that allows anyone to create a network anywhere-
at a rally, event, in the classroom, or on a field trip using smart phones. Teachers that
have used this in their classrooms have noted that those who normally never speak
up…do. It forces students to write their thoughts clearly and concisely. Rather than
fighting the tide against texting, instructors are using it for academic purposes. Lesson
Cast allows teachers to submit a 2-minute lesson plan strategy, idea, or resource using
video, documents, Power point, etc. and share it with other instructors.

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 Kid Blog provides a safe opportunity for children to start up their own blog
connected to the classroom. Teachers can help students design a blog around a science
project, a history lesson, or an entire year's worth of school progress. The students get
the benefit of other students and parents commenting on their work- a great motivation
for hesitant writers. Kid Blog makes it easy to keep the child and content secure from
the dangers of the Internet.
This new technology (Knewton) company aims at personalizing content for optimal
learning. The platform monitors the student's activity and uses the information to give
the student the best personalized resources based on their level of performance. The
technology also boasts integration among different disciplines creating a more
comprehensive set of resources that interact with one another. Knewton grows more
intuitive the more the student uses the software. It can follow a student through their
entire education career.
Induction loop systems help people who are deaf or hard of hearing pick up sounds
more clearly, by reducing background noise. They work in a particular area when a
person's hearing aid is switched to the 'T' setting (or loop programme). This allows
them to focus on sounds - such as a person speaking - from the loop system microphone,
rather than the internal hearing aid microphone, which will normally amplify all noises
in the area. The system helps hearing aid users to communicate efficiently and
confidentially, even in noisy environments where deaf and hard of hearing people often
struggle.
A room loop is used where people are gathered in an audience, such as lecture or
conference halls, theatres, meeting rooms, places of worship, residential homes,
community centres or court buildings. It helps overcome factors such as poor acoustics,
background noise or distance from the speaker. Room loops comprise of a microphone,
an amplifier and a length of cable that is "looped" around the room, often hidden away
in the ceiling, under the carpet or around the skirting board. Hearing aid users simply
switch to the 'T' setting to amplify speech directed into the microphone.
An infrared system has a similar function to a room loop but uses different
technology. Sound, such as somebody's voice, feeds into a microphone and is processed
in a pre-amplifier or mixer before being passed to an infrared radiator. This transmits
the signal as invisible infrared light to a receiver borrowed from the venue and worn by

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the listener. Hearing aid users use a neck loop with the receiver to transfer the signal
into their hearing aids, but those without hearing aids can plug a set of headphone into
the receiver and benefit from the amplified sound as well.
A counter loop is used in areas of initial customer contact, such as customer service
desks, ticket offices, till areas, bank counters, hotel receptions etc. A permanently installed
system is best for busy counters where there is a regular need for hearing support.
Counter loops are mains-powered and discreetly installed out of view, with only the
microphone visible. The system enables easy voice communication through such barriers
as security screens, other conversations, or background noise.
A portable loop, such as the Loop Hear, has a microphone, amplifier, loop cable
and rechargeable battery all built into a single unit. This can be carried from place to
place as needed. This flexibility makes portable loops ideal for meetings across a desk,
in interview rooms or at counters. Because they require no installation, they are also
good value for money. However, they have a more limited range than an installed loop
and take up more space.
Loop systems, however, have seven distinct advantages over these other hearing
assistive systems. Here are some of the advantages that make loop systems so valuable,
not only to hard-of-hearing people, but also to the owners of looped venues.
 Since audio-frequency loop systems make use of the principles of magnetic
induction, hard-of-hearing people wearing hearing aids that have telecoils do not
need any other equipment in order to clearly hear the sound source. They can
freely move around or sit anywhere within the area covered by the hearing loop.
 Hard-of-hearing people can use their own telecoil-equipped hearing aids which
are correctly matched to their specific hearing losses. They do not have to take
their hearing aids off in order to use the facility's assistive device.
 Telecoils do not use any additional power so they do not drain a hearing aid's
battery faster than normal.
 Hard-of-hearing people with telecoils in their hearing aids do not require special
receivers that they otherwise would have to pick up before, and return after, each
meeting. Nor do they have to worry about the batteries going dead and search out
a staff person who can replace the batteries.
 Facility operators do not have to supply the receivers, make them available for

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 pickup and ensure their return. This saves them manpower and money. Thus,
loop systems are a win-win situation for both hard-of-hearing people and the
facility operators of looped facilities.
 Loop systems give accessibility access. Did you know that there are 12 to 15
times as many hard-of-hearing people as there are people in wheel chairs.
Wheelchair ramps abound. Why not loop systems too? That is why hearing
accessibility is so important.
 Loop systems are universal. There is nothing proprietary about them. This means
they will work with any hearing aids that have telecoils. Furthermore, they can
work anywhere in the world since they are not dependent on proprietary technology
nor on a specific frequency band.
Disadvantages:
 Perimeter loops (single wire around the room) cannot be used at the same time in
adjacent rooms due to the spillover effect. However, phased array technology (a
"mat" or "grid" of multiple wires) provides significantly less spillover, thus
allowing loops to be installed and used simultaneously in adjacent rooms
 Loops might be difficult or impractical to install at some facilities
 No privacy as signal is universal and not encrypted.
 While it's possible that fewer receivers will be needed, some patrons might not
use hearing aids but still experience difficulty hearing in large venues. Hence,
facility owners will still be required to maintain, clean, dispense and collect
receivers and keep receiver batteries charged
 T-Coil receivers (inside hearing aids/cochlear implants or used with earphones)
are susceptible to electromagnetic interference from electrical equipment.
Therefore, care needs to be taken to reduce/eliminate this interference before
installing the loop system
 Cannot support hearing assistance and audio description for the blind and cannot
support multiple languages
The personal FM system consists of a transmitter microphone used by the speaker
(such as the teacher in the classroom, or the speaker at a lecture) and a receiver used by
the listener. The receiver transmits the sound to the listener ears or, if you wear a hearing

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aid, directly to the hearing aid. Personal FM systems are useful in a variety of situations,
such as in a classroom lecture, in a restaurant, in a sales meeting, or in a nursing home
or senior center. FM systems are also used in theaters, places of worship, museums,
public meeting places, corporate conference rooms, convention centers, and other large
areas for gathering. In these situations, the microphone/transmitter is built into the overall
sound system. User are provided with an FM receiver that can connect their hearing aid
or cochlear implant. The receiver can also connect to a headset if user don't wear a
hearing aid.
There are many advantages to the use of frequency modulation. These have meant
that it has been widely used for many years, and will remain in use for many years.
 Resilient to noise: One of the main advantages of frequency modulation that has
been utilised by the broadcasting industry is the reduction in noise. As most noise
is amplitude based, this can be removed by running the signal through a limiter so
that only frequency variations appear. This is provided that the signal level is
sufficiently high to allow the signal to be limited.
 Resilient to signal strength variations: In the same way that amplitude noise can
be removed, so too can any signal variations. This means that one of the advantages
of frequency modulation is that it does not suffer audio amplitude variations as
the signal level varies, and it makes FM ideal for use in mobile applications where
signal levels constantly vary. This is provided that the signal level is sufficiently
high to allow the signal to be limited.
 Does not require linear amplifiers in the transmitter: As only frequency changes
are required to be carried, any amplifiers in the transmitter do not need to be
linear.
 Enables greater efficiency than many other modes: The use of non-linear
amplifiers, e.g. class C, etc means that transmitter efficiency levels will be higher
- linear amplifiers are inherently inefficient.
There are a number of dis-advantages to the use of frequency modulation. Some
are can be overcome quite easily, but others may mean that another modulation format
is more suitable.
 Requires more complicated demodulator: One of the minor dis-advantages of
frequency modulation is that the demodulator is a little more complicated, and

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 hence slightly more expensive than the very simple diode detectors used for AM.
Also requiring a tuned circuit adds cost. However this is only an issue for the very
low cost broadcast receiver market.
 Some other modes have higher data spectral efficiency: Some phase modulation
and quadrature amplitude modulation formats have a higher spectral efficiency
for data transmission that frequency shift keying, a form of frequency modulation.
As a result, most data transmission system use PSK and QAM.
 Sidebands extend to infinity either side: The sidebands for an FM transmission
theoretically extend out to infinity. To limit the bandwidth of the transmission,
filters are used, and these introduce some distortion of the signal
Infrared systems are often used in the home with TV sets, but, like FM systems,
they can also be used in large settings like theaters. With an infrared system, sound
from the TV is transmitted using infrared light waves. This sound is transmitted to the
listener receiver, which they can adjust their desired volume. The TV can be set to a
volume comfortable for any other viewers with normal hearing. Thus, TV watching as
a family becomes pleasurable for all
Advantages:
 Listener/user will not hear unwanted radio signals with an infrared system like
listener/user might with an FM system
 Listener/user can wear the receiver in many different ways. For example: If
Listener/user wants to listen through hearing aids, they can wear a body receiver
or a neck loop
 If Listener/users do not want to listen through hearing aids, they can wear an
under-the-chin receiver with headphones
 Listener/users have more privacy with an infrared system. No one can hear what
they are listening to from outside the room because infrared signals cannot travel
through walls
 Some conference rooms and movie theaters have infrared receivers that they loan
out for personal use
Disadvantages:
 Listener/user cannot use an infrared system outdoors during the daytime. Too
much light can affect the infrared light waves

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  If a room has a transmitter, listener/user can sit anywhere in the room but nothing
can come between the transmitter and the receiver. Infrared light waves cannot
travel through walls, people, or objects
 An infrared system is usually not as portable as an FM system
Speech-to-text software is a type of software that effectively takes audio content
and transcribes it into written words in a word processor or other display destination.
This type of speech recognition software is extremely valuable to anyone who needs to
generate a lot of written content without a lot of manual typing. It is also useful for
people with disabilities that make it difficult for them to use a keyboard. Speech-to-text
software may also be known as voice recognition software.
Although speech-to-text software is commonly sold as a standalone application, it
has also been built into newer operating systems for some devices. Most speech-to-text
software programs aimed at assisting with transcription focus on recognizing a wide
range of vocabulary from a single user or a limited set of users, rather than recognizing
a smaller range of vocabulary from a larger user base.
In terms of technical function, many speech-to-text software programs break spoken-
word audio down into short "samples" and associate those samples with simple phonemes
or units of pronunciation. Then, complex algorithms sort the results to try to predict the
word or phrase that was said. Speech-to-text software has improved quite a bit in accuracy
and evolved in general functionality to play a larger role in modern communications
over digital platforms.
Voice recognition is an alternative to typing on a keyboard. Put simply, you talk to
the computer and your words appear on the screen. The software has been developed to
provide a fast method of writing on a computer and can help people with a variety of
disabilities. It is useful for people with physical disabilities who often find typing difficult,
painful or impossible. Voice-recognition software can also help those with spelling
difficulties, including users with dyslexia, because recognised words are almost always
correctly spelled.
Voice-recognition software programmes work by analysing sounds and converting
them to text. They also use knowledge of how English is usually spoken to decide what
the speaker most probably said. Once correctly set up, the systems should recognise
around 95% of what is said if you speak clearly. Several programmes are available that

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provide voice recognition. These systems have mostly been designed for Windows
operating systems, however programmes are also available for Mac OS X. In addition
to third-party software, there are also voicerecognition programmes built in to the
operating systems of Windows Vista and Windows 7. Most specialist voice applications
include the software, a microphone headset, a manual and a quick reference card. You
connect the microphone to the computer, either into the soundcard (sockets on the back
of a computer) or via a USB or similar connection. Then you can begin talking using
the following steps.
Text-to-speech (TTS) is an assistive technology that reads digital text aloud. It's
sometimes called "read aloud" technology. With a click of a button or the touch of a
finger, TTS can take words on a computer or other digital device and convert them into
audio. TTS is very helpful for kids who struggle with reading. But it can also help kids
with writing and editing, and even focusing.
TTS works with nearly every personal digital device, including computers, smart
phones and tablets. All kinds of text files can be read aloud, including Word and Pages
documents. Even online web pages can be read aloud. The voice in TTS is computer-
generated, and reading speed can usually be sped up or slowed down. Voice quality
varies, but some voices sound human. There are even computer-generated voices that
sound like children speaking.
Many TTS tools highlight words as they are read aloud. This allows kids to see
text and hear it at the same time. Some TTS tools also have a technology called optical
character recognition (OCR). OCR allows TTS tools to read text aloud from images.
For example, your child could take a photo of a street sign and have the words on the
sign turned into audio.
Print materials in the classroom like books and handouts can create obstacles for
kids with reading issues. That's because some kids struggle with decoding and
understanding printed words on the page. Using digital text with TTS helps remove
these barriers. Since TTS lets kids both see and hear text when reading, it creates a
multisensory reading experience.
Depending on the device your child uses, there are many different TTS tools:
 Built-in text-to-speech: Many devices have built-in TTS tools. This includes
desktop and laptop computers, smart phones and digital tablets and Chrome. Child

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 can use this TTS without purchasing special apps or software.
 Web-based tools: Some websites have TTS tools on-site. Also, kids with dyslexia
may qualify for a free Book share account with digital books that can be read with
TTS. (Book share is a program of Understood founding partner Benetech.) There
are also free TTS tools available online.
 Text-to-speech apps: Kids can also download TTS apps on smart phones and
digital tablets. These apps often have special features like text highlighting in
different colors. Some examples include Voice Dream Reader and Claro Scan
Pen.
 Chrome tools: Chrome is a relatively new platform with several TTS tools. These
include Read & Write for Google Chrome and Snap & Read Universal. People
can use these tools on a Chrome book or any computer with the Chrome browser.
 Text-to-speech software programs: There are also several literacy software
programs for desktop and laptop computers. In addition to other reading and writing
tools, many of these programs have TTS. Examples include Kurzweil 3000, Claro
Read and Read & Write.
Computer-based learning (CBL) is the term used for any kind of learning with the
help of computers. Computer-based learning makes use of the interactive elements of
the computer applications and software and the ability to present any type of media to
the users. Computer-based learning has many benefits, including the advantage of users
learning at their own pace and also learning without the need for an instructor to be
physically present. Computer-based learning is also known as computer-aided instruction.
The computer-based learning model can be used by a myriad of learning programs
across the world. It can also be combined with traditional teaching methods to enhance
the overall educational and training experience. As far as organizations are concerned,
computer-based learning could help in training employees in a more effective and
profound manner. Individual courses can be imparted in a cost-effective manner to
learners.
Computer-based learning is mainly used in:
 Knowledge-based training and assessment

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  Simulation-based learning and training
 Creative and instructional games
 Problem-solving training
There are many advantages associated with computer-based learning. It provides
more learning opportunity for people from disadvantaged environments. People can
learn at a pace comfortable for them, unlike in a traditional classroom. Users need to
spend only the required time to learn the subject in the case of computer-based learning,
and it is also available all the time. Computer-based learning is cost effective in many
ways, as it reduces travel time and also the same application can be used to teach new
students or users. The learning also offers safety and flexibility as well as helps learners
to track their progress. Another big advantage is in the reduction of overall training
time.
There are, however, some drawbacks associated with computer-based learning.
Students do not have the opportunity for physical interaction with the instructors.
Development of computer-based learning can be time consuming. The software or the
hardware required for learning can be expensive. Furthermore, not all subjects or fields
can be supported or assisted by computer-based learning.
A self-learning package is a document containing all that is necessary for a student
to attain one or more educational objectives independently of the teacher. Using these
packages, the student can take over a large part of his training, while the teacher remains
available when needed.
Multimedia is content that uses a combination of different content forms such as
text, audio, images, animations, video and interactive content. Multimedia contrasts
with media that use only rudimentary computer displays such as text-only or traditional
forms of printed or hand-produced material. Multimedia can be recorded and played,
displayed, interacted with or accessed by information content processing devices, such
as computerized and electronic devices, but can also be part of a live performance.
Multimedia devices are electronic media devices used to store and experience multimedia
content.
Multimedia presentations may be viewed by person on stage, projected, transmitted,

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or played locally with a media player. A broadcast may be a live or recorded multimedia
presentation. Broadcasts and recordings can be either analog or digital electronic media
technology. Digital online multimedia may be downloaded or streamed. Streaming
multimedia may be live or on-demand. Multimedia games and simulations may be
used in a physical environment with special effects, with multiple users in an online
network, or locally with an offline computer, game system, or simulator.
The various formats of technological or digital multimedia may be intended to
enhance the users' experience, for example to make it easier and faster to convey
information Or in entertainment or art, to transcend everyday experience. Enhanced
levels of interactivity are made possible by combining multiple forms of media content.
Online multimedia is increasingly becoming object-oriented and data-driven, enabling
applications with collaborative end-user innovation and personalization on multiple
forms of content over time. Examples of these range from multiple forms of content on
Web sites like photo galleries with both images (pictures) and title (text) user-updated,
to simulations whose co-efficients, events, illustrations, animations or videos are
modifiable, allowing the multimedia "experience" to be altered without reprogramming.
In addition to seeing and hearing, haptic technology enables virtual objects to be felt.
Emerging technology involving illusions of taste and smell may also enhance the
multimedia experience.

4.5 Technology Based Education Services: online-learning, Web

based learning, Computer assisted Learning, video remote
interpreting, C-print technology, open, close and real time
captioning.
Technology integration is the use of technology tools in general content areas in
education in order to allow students to apply computer and technology skills to learning
and problem-solving. Generally speaking, the curriculum drives the use of technology
and not vice versa. Technology integration is defined as the use of technology to enhance
and support the educational environment. Technology integration in the classroom can
also support classroom instruction by creating opportunities for students to complete
assignments on the computer rather than the normal pencil and paper. Technology
integration in class would help students to explore more.

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 Integrating technology with standard curriculum can not only give students a sense
of power, but also allows for more advanced learning among broad topics. However,
these technologies require infrastructure, continual maintenance and repair - one
determining element, among many, in how these technologies can be used for curricula
purposes and whether or not they will be successful. Examples of the infrastructure
required to operate and support technology integration in schools include at the basic
level electricity, Internet service providers, routers, modems, and personnel to maintain
the network, beyond the initial cost of the hardware and software.
Technology integration alongside standard education curriculum can provide tools
for advanced learning among a broad range of topics. Integration of information and
communication technology is often closely monitored and evaluated due to the current
climate of accountability, outcome based education, and standardization in assessment.
Technology integration can in some instances be problematic. A high ratio of
students to technological device has been shown to impede or slow learning and task
completion. In some, instances dyadic peer interaction centered on integrated technology
has proven to develop a more cooperative sense of social relations. Success or failure
of technology integration is largely dependent on factors beyond the technology. The
availability of appropriate software for the technology being integrated is also problematic
in terms of software accessibility to students and educators. Another issue identified
with technology integration is the lack of long-range planning for these tools within the
educative districts they are being used.
Technology contributes to global development and diversity in classrooms and
helps develop upon the fundamental building blocks needed for students to achieve
more complex ideas. In order for technology to make an impact within the educational
system, teachers and students must access to technology in a contextual matter that is
culturally relevant, responsive and meaningful to their educational practice and that
promotes quality teaching and active student learning. Following the moment when
educators realize their students are capable, independent technology users who can
create inspiring digital masterpieces. In the former mindset of teaching with technology,
the teacher was the focal point of the classroom, creating (often time-consuming)
interactive and multimedia presentations to add shock and awe to his or her lessons and
capture the attention of the 21st century child.
A new mindset of teaching through technology must emerge, which depends on a

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vital shift in teacher/student roles. This helps both student and teacher simultaneously.
The four Cs are at the heart of the International Society for Technology in Education's
National Educational Technology Standards (NETS) for Students, providing a substantial
framework for defining the focus of technology objectives for K-12 students. For
example, in implementing these standards it have been found that even our youngest
21st century learners are capable of independently creating digital storybooks, artwork,
presentations, and movies.
An online learning course is one you take without meeting a teacher in a classroom.
You can study at home or at work - wherever you like, whenever you like, within a
prescribed time frame. The courses have a set schedule and are delivered over a 14
week period. Most courses do not require that you be online at a certain time of day or
night, but that you are active in the course during the schedule. You cannot start courses
late nor finish early.
Online learning is away of studying for an internationally recognized qualification
without needing to attend classes on campus. It is aimed at those who wish to study for
a postgraduate qualification alongside work or other commitments, online programmes
are of equal value to on campus programmes in terms of entry criteria and overall
workload. The only difference is in the way the course is delivered. To study online
programme, students will usually only need a computer with internet access. As an
online learning student, students will :
 Earn an intentionally recognized degree
 Be able to study anywhere
 Have the flexibility to study when its most convenient to them
 Be taught by academics working at the leading edge of their field
 Become part of a rich and varied online community
 Have access to university support services
If one prefer to study at his/her own pace in the comfort of his/her home or office,
or if one live a distance from campuses, these courses are for them. Although online
learning is a convenient way to take courses, it is not necessarily suited to all students.
Some students find it difficult to study independently and need the face to face interaction
with the instructor and students that is found in a classroom setting. Online learning
students must have self-discipline and excellent reading, writing, and analytic skills.

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 Benefits of online learning:
 Work in the comfort of your own home or office
 Cost Efficient - no need to travel to the college, and no parking or babysitting
expenses
 Courses fit into life, family and work schedule
 Avoid late arrivals to class or class distractions
 Enables the opportunity to ask questions spontaneously
 Instructors are accessible and approachable
 Students have access to their course 24/7
 May be less intimidating than in a classroom setting
 Students are able to enhance their technology and Internet skills
 Accommodates different learning styles using a variety of delivery methods
Disadvantages of Online Learning:
 Only in a small group a person can develop properly. At school, students learn
how to make friends, be patient, get rid of disappointment, and especially to
compete. Competition between colleagues can be very stimulating and students
will only benefit from it. Online learning cannot offer human interaction.
 Another disadvantage refers to the fact that online courses cannot cope with
thousands of students that try to join discussions. Also, online learning can be
difficult, if it is meant for disciplines that involve practice.
 In conclusion, online learning should be seen as a complement and extension of
classical forms of learning. Not even the best online course can fully replace the
personal contact with a teacher, or the human relationships that develop in a group.
So, traditional classes shouldn't be replaced with online learning.
Web-based learning has got much attention as being an incredible opportunity to
study nowadays. Despite of its popularity the notion still remains unclear and confusing.
First of all it has many names. You have probably heard the following terms: online
learning, e-learning, computer-based training, technology-based instruction etc.
Generally the meaning and the basic concept of them are the same. Web-based learning
is one way to learn, using web-based technologies or tools in a learning process. In

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other words, learner uses mainly computers to interact with the teacher, other students
and learning material. Web-based learning consists of technology that supports traditional
classroom training and online learning environments. "Pure" web-based courses are
wholly based on computer and online possibilities. In this case all the communication
and learning activities are done online. On the other hand, web-based courses may have
some face-to-face sessions besides the distant learning tasks. In this case they are called
blended courses as they blend web-based activities with face-to-face activities.
Web-based learning can be also formal or informal. Formal web-based learning is
purposed and learning activities are organised by teachers. Informal learning takes place
while you are searching material from the Internet. It is self-paced, depending on your
goals and ambition to learn.
Generally, web-based learning and traditional learning are similar in terms of desired
goals: to acquire new knowledge and skills. In both ways the teacher is mentoring and
students are doing various learning activities. Differences between them are seen when
we take a closer look at learning activities and tools, teaching approaches, communication
issues, etc. The biggest difference between web-based learning and traditional learning
is in communication issues. Web-based learning offers many opportunities for interaction
with both fellow students and instructors. Communication can take place via various
communication tools such as e-mail, telephone, chat etc. In a traditional way of learning
communication and interaction take place mostly at the same time and place as face-to-
face meetings. You can learn more about communication on the web in the fourth part
of this material.
Due to the distance between the teacher and students in a web-based learning new
learning and teaching approaches are needed. Web-based learning enables learner-centred
approach. Learning is seen as an active construction of meaning. The main idea behind
teaching is to guide and facilitate learning. Group work and independent learning are at
the same time the key words of web-based learning. In traditional learning teacher-
centred approach is more common, teacher giving/providing knowledge and students
passively receiving it.
Prerequisite for using new approaches is changes of roles of teachers and students.
In web-based learning, the teacher is a motivator who encourages and supports students
in independent and group work activities. Teacher should be an organiser who plans
learning activities to support students in learning process. In addition, teacher has to be

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a mentor who guides and tutors students through learning material and learning tasks.
Students are active in their learning process. Students should construct their own
knowledge and organise their learning. Furthermore, they should be able to adopt new
technology-based learning tools and approaches. As a result from new teaching and
learning approaches student assessment in web-based courses is also different. In a
classroom setting it is usual to have an oral or written exam after the course. Web-based
learning assumes different learning tools compared to classroom learning. Modern
technology (computers, CD, audio, video, PDA, mobile) is used to create suitable
learning environments, disseminate information and carry out various learning activities.
Web-based learning has both advantages and disadvantages. When comparing them,
one can notice that the same factors can be advantages as well as disadvantages depending
on the context.

Advantages:
 New learning theories and approaches enable to learn and teach in a more effective
way. Students can experience a sense of equality. Course work and challenging
assignments are stimulating for knowledge building.
 Students can work at their own pace, when they want. Web-based learning enables
to study more deeply areas of interest. It encourages exploring material on your
own and enables to skip over materials already mastered. Web-based learning
supports personalised learning and is self-directed. It builds self-knowledge and
self-confidence and encourages students to take responsibility for their own
learning.
 Web-based learning enables to join discussions at any hour and encourages also
those who don't like to speak. It facilitates learning through a variety of activities.
Learners have access to courses, which enables to reduce travel time and costs.
 Web-based learning provides interaction between students and instructors. Students
can share their ideas with other students, which may help to understand the material
better.
 Students can study anywhere and anytime if they have an access to computer and
Internet. Web-based learning provides continual and also direct access to materials,
resources in many different formats and of good quality.

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 Working on the web offers an opportunity to communicate with students using e-
mail, discussion boards etc. Teachers receive students' work quickly and they
provide timely feedback to students' questions.
 When you learn to use one browser and certain software, you will probably be
able to use other browsers and software as well. Some of the software and web
browsers are free of charge on the internet. Web-based learning develops
knowledge of the Internet and computer skills that help learners throughout their
lives and careers.
Disadvantages:
 Teachers and learners have to adopt new learning theories and approaches. Role
changes of teachers and learners may cause frustration and confusion. Without
the common structures of a traditional class, students may feel lost or confused
about course activities and deadlines.
 Learners who are not self-motivated, self-directed and independent are not able
to plan their own learning and may have problems. Material and assignment
instructions might be too complicated to understand independently. Some of the
students may lose motivation without certain deadlines. Independent learning
requires certain skills: technological, communication skills, self-motivation and
effective study habits.
 Learners with low motivation or bad study habits may fall behind. They may
have difficulties in organizing their learning.
 Prohibits those who are not active learners in a group. Human contact is missing
as interaction is relied on electronic communication.
 Problems with technology might prevent the access: low speed connection,
difficulties to download information, problems with communication tools. Some
courses and materials might be out of date. There may be lack of quality control.
 Teachers are overloaded with students and their contacts. Students may feel isolated
from the instructor and classmates. Instructor may not always be available when
students are studying or need help.
 Managing computer files and online learning software can be complex for students
with beginner-level computer skills. Poor usability may cause troubles with
navigation, computers crash or have viruses, impossible to send mails. Software
and access to the Internet and e-mail is not free all the time.

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 Computer-assisted learning (CAL) any use of computers to aid or support the
education or training of people. CAL can test attainment at any point, provide faster or
slower routes through the material for people of different aptitudes, and can maintain a
progress record for the instructor. Computer-assisted learning is one of several terms
used to describe this application of computers. Other terms include computer-aided (or
-assisted) instruction, CAI, computer-based learning, CBL, and computer-managed
instruction, CMI.
Advantages:
 CAL is individualized, that is each student is free to work at his own place, totally
unaffected by the performance of any other students.
 Information is presented in a structured form. It proves useful in the study of a
subject where there is hierarchy of facts and rules.
 CAL forces active participation on the part of the student, which contrasts with
the more passive role in reading a book or attending a lecture.
 CAL utilizes a reporting system that provides the student with a clear picture of
his progress. Thus students can identify the subject areas in which they have
improved and in which they need improvement.
 By enabling students to manipulate concepts directly and explore the results of
such manipulation, it reduces the time taken to comprehend difficult concepts.
 CAL offers a wide range of experiences that are otherwise not available to the
student. It works as multimedia providing audio as well as visual inputs. It enables
the student to understand concepts clearly with the use of stimulating techniques
such as animation, blinking, graphical displays etc.
 CAL provides a lot of drilling which can prove useful for low aptitude students
and through which high-aptitude students can be escaped.
 CAL can enhance reasoning and decision-making abilities.
Disadvantages:
 CAL packages may not fulfill expectations of teachers. Objectives and methods
decided by the CAL author and of a teacher may differ.
 Motivating and training teachers to make use of computers in education is a

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 challenging task. They may have fear of this new device. They may be unwilling
to spend extra time for preparation, selection and use of CAL packages. It may
also be perceived as a threat to their job.
 There are administrative problems associated with computer installation. The
problems particularly related to the physical location of the computer resources,
the cost of hardware maintenance and insurance and time-tabling.
 The rapid development of hardware makes it difficult to select a system before it
becomes obsolete. If a new system is installed by a maximum number of
institutions, they may not get courseware required for the system and courseware
developed so far may become useless.
Video remote interpreting (VRI) is a video telecommunication service that uses
devices such as web cameras or videophones to provide sign language or spoken language
interpreting services. This is done through a remote or offsite interpreter, in order to
communicate with persons with whom there is a communication barrier. It is similar to
a slightly different technology called video relay service, where the parties are each
located in different places. VRI is a type of telecommunications relay service.
Video remote interpreting is a form of sign language interpreting that allows people
who are deaf or hard of hearing to communicate with a hearing person at the same site
via video conferencing instead of live, on-site interpreting. VRI is especially useful
when there is a lack of available qualified interpreters, such as at a rural location and
when an interpreter is needed immediately and there is no available interpreter on-site.
VRI works by using video conferencing equipment at both locations. The interpreter,
who is typically at a call center, uses a headset to hear what the hearing person says. As
the hearing person speaks, the interpreter signs everything said to a web camera. When
the person who is deaf replies via their web camera, the interpreter sees and voices the
interpretation. The person who is deaf and the person who is hearing can talk back and
forth, just as if the interpreter was in the same room.
VRI is provided on a fee-for-service basis by several interpreting agencies; costs
may vary based on whether an interpreter is needed immediately or is scheduled ahead
of time. More information on VRI can be provided by a local sign language interpreting
agency, which can be found by searching for "video remote interpreting" on the web.

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VRI should not be confused with Video Relay Service (VRS), where a telephone
conversation between two people at different locations is interpreted.
Advantages:
 Accuracy - The visual support associated with Video Remote Interpreting can
provide enhanced accuracy for spoken language and American Sign Language
(ASL).
 Non-Verbal Communication - Seeing the facial expressions of the interpreter via
VRI, and knowing they understood what was said and the ability to confirm the
meaning of non-verbal communication can enhance the interpreting experience.
 Immediacy and Connections - Video Remote Interpreting provides fast connect
times for situations requiring immediate connections in which visual
communication with the interpreter is necessary, or when a more personal
connection will help the conversation.
Limitations:
Technology is improving many aspects of our lives and sign language interpreting
is no exception. Video Remote Interpreting, or VRI, can be a wonderful and cost-
effective way to access interpreting services on-demand. If at any time the deaf consumer
determines that VRI does not provide effective communication, the consumer may choose
to decline the use of VRI in medical settings. Some medical situations that may not be
conducive for VRI are:
 Some mental health settings
 Initial meetings with a specialist
 Highly sensitive communications (e.g., diagnosis of a serious illness)
 Eye exams
 Some occupational and physical therapy sessions
 Patient transport
 Video quality is distorted due to signal interference with other medical equipment
or "dead zones" within a facility
 The video interpreter available is not qualified for the scenario in which they are
asked to interpret without preparation time or background knowledge of the
patient's situation

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 Additionally, some situations that might typically work well with VRI will not be
appropriate due to the nature or condition of the patient. This could include if the
patient:
 Is a child
 Has limited cognitive ability
 Is heavily medicated, intoxicated, or in severe pain
 Is highly emotional and/or presents violent tendencies
 Has a secondary disability, such as low vision
 Has an injury or is undergoing a procedure that prohibits the ability to view the
interpreter on a monitor
C - Print is a speech-to-text (captioning) technology and service developed at the
National Technical Institute for the Deaf, a college of Rochester Institute of Technology.
The system successfully is being used to provide communication access to individuals
who are deaf or hard of hearing in many programs around the country. In addition to
educational environments, C-print also can be used in business and community settings
and with individuals with other disabilities, such as those with a visual impairment or a
learning disability.
Open captions appear on your television or computer screen during a program to
display spoken dialogue as text. Captions are designed to make it easier for viewers
who are deaf or hard of hearing to enjoy a television or online streaming video program.
Captions are also useful in noisy places or places where multiple televisions are running
different shows simultaneously.
Advantages of Open Captions
 One of the drawbacks to using closed captions is that the viewer must activate
them himself: A task which may be difficult for some viewers, and which varies
from one television or streaming service to the next. Open captions remove this
hurdle and provide their captions at all times. This makes open captioning more
universal, as separate captioning decoders aren't required.
Disadvantages of Open Captions
 Open captions are encoded directly into the video stream of a video, making it
impossible to disable them for viewers who don't want or require them. The quality

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 of open captions is also directly tied to the quality of the video: If the video is
blurry or otherwise low-quality, the captions are also blurry and may be difficult
to read.
Closed captions are a text version of the spoken part of a television, movie, or
computer presentation. Closed captioning was developed to aid hearing-impaired people,
but it's useful for a variety of situations. For example, captions can be read when audio
can't be heard, either because of a noisy environment, such as an airport, or because of
an environment that must be kept quiet, such as a hospital.
Captions, composed of text, are used by people who are deaf or hard of hearing to
access content delivered by spoken words and sounds. Real-time captions, or Computer
Assisted Real-time Translation (CART), are created as an event takes place. A captioner
(often trained as a court reporter or stenographer) uses a stenotype machine with a
phonetic keyboard and special software. A computer translates the phonetic symbols
into captions almost instantaneously and displays them on a laptop or on a large display
screen. A slight delay may occur because of the captioner's need to hear and enter the
words and the computer's processing time. Real-time captioning can be used for programs
that do not have written scripts or captions such as: lectures, classes, congressional or
council meetings, news programs, and non-broadcast meetings, such as those of
professional associations.
Remote real-time captions are produced at a remote location and then transmitted
to the site where the program is taking place. For example, in a lecture hall an instructor
can talk into a microphone that is connected via telephone lines to a captioner in a
different city. From that location, the captioner, using similar equipment as described
above, transmits the captioned text via the internet, using special software, to a laptop
in the lecture hall- or to a laptop in a student's home, if they are unable to attend the
lecture in person.
Although most real-time captioning has been estimated to be well over ninety
percent accurate, the audience will see occasional errors. The captioner may
misunderstand a word, hear an unfamiliar word, or there may be an error in the software
dictionary. Captions can also benefit individuals who understand the written better than
the spoken word of the language in which a presentation is delivered as well as people
who are viewing the program in a noisy (e.g., airport or sports bar) or noiseless (e.g., a
work cubicle) environment. Captions that are not "real-time" include those provided on
television programming and those made available on prerecorded video that can be
rented or purchased.

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4.6 ICT and education of children with hearing impairment:
Planning, implementation and evaluation of teaching-learning
Information and Communication Technology (ICT) is an extended term for
information technology (IT) which stresses the role of unified communications and the
integration of telecommunications (telephone lines and wireless signals), computers as
well as necessary enterprise software, middleware, storage, and audio-visual systems,
which enable users to access, store, transmit, and manipulate information.
The term ICT is also used to refer to the convergence of audio-visual and telephone
networks with computer networks through a single cabling or link system. There are
large economic incentives (huge cost savings due to elimination of the telephone network)
to merge the telephone network with the computer network system using a single unified
system of cabling, signal distribution and management.
However, ICT has no universal definition, as "the concepts, methods and
applications involved in ICT are constantly evolving on an almost daily basis." The
broadness of ICT covers any product that will store, retrieve, manipulate, transmit or
receive information electronically in a digital form, e.g. personal computers, digital
television, email, robots. Skills Framework for the Information Age is one of many
models for describing and managing competencies for ICT professionals for the 21st
century.
ICT, or information and communications technology (or technologies), is the
infrastructure and components that enable modern computing. Although there is no
single, universal definition of ICT, the term is generally accepted to mean all devices,
networking components, applications and systems that combined allow people and
organizations to interact in the digital world.
ICT encompasses both the internet-enabled sphere as well as the mobile one
powered by wireless networks. It also includes antiquated technologies, such as landline
telephones, radio and television broadcast all of which are still widely used today
alongside cutting-edge ICT pieces such as artificial intelligence and robotics. ICT is
sometimes used synonymously with IT (for information technology); however, ICT is
generally used to represent a broader, more comprehensive list of all components related
to computer and digital technologies than IT. The list of ICT components is exhaustive,
and it continues to grow. Some components, such as computers and telephones, have
existed for decades. Others, such as smart phones, digital TVs and robots, are more

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recent entries. ICT commonly means more than its list of components, though. It also
encompasses the application of all those various components. It's here that the real
potential, power and danger of ICT can be found.
The present curricula for ICT in Education aims at realizing the goals of the National
Policy of ICT in Schools Education and the National Curriculum Framework. Given
the dynamic nature of ICT, the curricula, emphasizing the core educational purposes, is
generic in design and focuses on a broad exposure to technologies, together aimed at
enhancing creativity and imagination of the learners.
For the teacher, it is an initiation into:
 Learning to make right choices of hardware, software and ICT interactions
 Exploring educational possibilities of technology,
 Growing to become a critical user of ICT
For the student, it is an initiation into:
 Creativity and problem solving
 An introduction to the world of information and technologies
 An opportunity to shape career pursuits
The Information and Communication Technology (ICT) in schools have been
subsumed in the Rashtriya Madhyamik Shiksha Abhiyan (RMSA). Now ICT in Schools
is a component of the RMSA. The Information and Communication Technology (ICT)
in Schools was launched in December, 2004 and revised in 2010 to provide opportunities
to secondary stage students to mainly build their capacity on ICT skills and make them
learn through computer aided learning process. The Scheme is a major catalyst to bridge
the digital divide amongst students of various socio economic and other geographical
barriers. The Scheme provides support to States/UTs to establish computer labs on
sustainable basis.
The scheme has essentially four components:
 The first one is the partnership with State Government and Union Territories
Administrations for providing computer aided education to Secondary and Higher
Secondary Government and Government aided schools

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  The second is the establishment of smart schools, which shall be technology
demonstrators
 The third component is teacher related interventions, such as provision for
engagement of an exclusive teacher, capacity enhancement of all teachers in ICT
and a scheme for national ICT award as a means of motivation
 Fourth one relates to the development of a e-content, mainly through Central
Institute of Education Technologies (CIET), six State Institutes of Education
Technologies (SIETs) and 5 Regional Institutes of Education (RIEs), as also
through outsourcing
The scheme currently covers both Government and Government aided Secondary
and Higher Secondary Schools. Financial assistance is provided for procurement of
computers and peripherals, educational software, training of teachers, development of
e-contents, Internet connectivity & set up of smart schools. So far, 87033 government
and government aided secondary and higher secondary schools have been approved for
coverage under ICT in Schools Scheme.
Under the existing Information Communication Technology in School Scheme as
against the target of setting up of 150 more such schools, this Ministry has approved for
coverage of 63 Smart School so far. The Smart Schools are being established in the
Districts by conversion of one of the existing State Government schools to serve as a
role model and Technology Demonstrator among the neighbourhood schools. Under
the ICT in Schools, to promote computer enabled learning and usage of ICT in teaching
in Government and Government aided Secondary and Higher Secondary Schools has
provision for instituting the National Award for innovative use of ICT to motivate the
Teachers and Teacher Educators for innovative use of ICT in teaching-learning. The
National Award for Teachers using ICT for innovation in education for the year 2010,
2011, 2012 and 2013 was given away to the 9 awardees along with the National Teacher
Award on Teachers Day.
ICT is of particular value in developing the language experiences of learners with
HI. ICT can be a very visual medium, with pictures, signs or texts on screen allowing
pupils to extend both their general knowledge and use of language without being
dependent on the spoken word. Learners who have a HI often need opportunities to
extend their use of descriptive language in order to describe, compare and contrast
objects: all skills that underlie effective information handling. Collaborating on an ICT

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activity can encourage a group of students to extend their use of language and their
understanding of concepts as they plan and carry out their work.
The types of technology which are of most benefit to those with HI include:
 CD-ROM
 Control software
 Data logging
 Logo or turtle graphics

 Multimedia
 White boards
CD-ROM technology can provide hearing-impaired students with access to
information in a more immediate and visual form than was previously possible. The
opportunity to create multimedia presentations, by combining text, pictures and sound,
can enable students to experiment with different methods of combining sound and vision.
Where appropriate, the sound output can be linked to the enhanced amplification used
by the student. These sounds become more meaningful when heard in conjunction with
moving images on screen. ICT can provide a first-hand experience to supplement and
extend students' work without the students being dependent on text for structuring their
ideas. For example, control software can be used to allow students to create and control
a burglar alarm using a control box attached to the computer. Data logging software
enables students to monitor the change in temperature of water in a beaker through
sensors attached to the computer. Logo or turtle graphics provide a means of directing
a floor robot or turtle through a maze by sending a series of instructions from the
computer. Because all these are 'visual' as opposed to 'aural' there is less chance of
misunderstanding.
It is important for all those working with the student to agree on the rationale for
using an ICT solution. Training opportunities and time for liaison and review need to be
considered if the use of ICT for an individual child is to be fully effective. An ICT
solution must be matched to the needs of the individual. Physical difficulties, poor
motor control or visual impairment can all combine with HI to affect the educational
objectives for the student and thus influence the role of ICT in their learning. A full
assessment of the child's strengths and weaknesses in the context of the classroom is an
essential first step.

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 Becta and BT worked with Deaf@x to develop literacy skills in deaf children by
partnering them with a hearing adult. The original project targeted seven schools and
one college. Writing and communicating need to be an active process, and people talk
and write better if they have a receptive audience and get some feedback. Staff reported
improvements in grammar, drafting skills, syntax, punctuation and vocabulary. Social
interaction became important. Many were writing to an adult as an equal for the first
time, using language to convey and elicit information. In many cases they were
exchanging personal information and asking questions instead of always trying to answer
them! Now Deaf@x are working with children in India in a two-year programme to
share good practice in the UK between teachers, parents and experts in the fields of
literacy and total communication. They will be linking up to enclose the use of
telecommunications and the Internet to train deaf children to improve the literacy and
communication skills of deaf children around the globe. When you think that in the past
some BSL users never communicated with anyone who was not in the same room as
them, it is amazing the difference that technology has made.
The National Programme on School Standards and Evaluation (NPSSE), known
as Shaala Sidhdhi is a comprehensive instrument for school evaluation leading to school
improvement. Developed by the National University of Educational Planning and
Administration (NUEPA), it aims to enable schools to evaluate their performance in a
more focused and strategic manner and facilitate them to make professional judgments
for improvement. The programme's objective is to establish and refer to an agreed set
of standards and to provide clear pathways for each school for self evaluation, by
focussing on key performance domains and their core standards for school evaluation.
The structure of the Framework is simple yet flexible and lends itself to both self and
external evaluation. A web portal for the framework has been launched by Hon'ble
HRM on 7.11.2015 which will enable all schools to engage in self-evaluation in the 7
key domains under the Framework. The results of the evaluations will be available on a
public platform along with the school report card.
E-Pathshala has been developed by NCERT for showcasing and disseminating all
educational e-resources including textbooks, audio, video, periodicals and a variety of
other print and non-print materials through website and mobile app. The platform
addresses the dual challenge of reaching out to a diverse clientele and bridging the
digital divide (geographical, socio-cultural and linguistic), offering comparable quality
of e-contents and ensuring its free access at every time and every place. All the concerned

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stakeholders such as students, teachers, educators and parents can access e-books through
multiple technology platforms i.e. mobile phones (android, ios and windows platforms),
and tablets (as e-pub) and on web through laptops and desktops (as flipbooks). All the
NCERT books have been digitised and uploaded. Currently the e-contents are available
in Hindi, English and Urdu. States/ UTs are being approached to digitise and share all
textbooks in Indian languages through this platform, which will be done in a phased
manner. The Web portal and Mobile App of e-Pathshala was launched by Hon'ble HRM
during the National Conference on ICT in School Education on 7th November, 2015.
The first phase of "Shaala Darpan Project" to cover all the 1099 Kendriya Vidyalayas
was launched on 05.06.2015. The same is presently under implementation through
National Informatics Centre Services Inc. (NICSI). The objective of this project is to
provide services based on School Management Systems to Students, Parents and
Communities. The School Information Services includes School Profile Management,
Student Profile Management, Employee Information, Student Attendance, Leave
Management, Report Cards, Curriculum Tracking Custom, SMS Alerts for Parents /
Administrators on student & teacher attendance.
With a vision to "Improve children's education by enhancing interaction between
schools as well as parents and providing data driven decision support system to assist
them in taking best decisions for their children's future", Central Board of Secondary
Education (CBSE), has developed, a decision support system called 'Saransh'. This tool
allows schools to identify areas of improvement in students, teachers and curriculum
and take necessary measures to implement change by comparison of results. The mobile
App for Saransh has been launched by Hon'ble HRM on 7.11.2015 at the National
Conference on ICT. This will enable the parents and students also to look at and compare
their results vis-a-vis school, state and national level. "Saransh" has also been conferred
with the e-India 2015 Award for 'Best Government Initiative in Education', SKOCH
Order of Merit for 'Smart Project' and SKOCH AWARD (Highest Independent Honour).
All states have conducted GIS mapping and shared geographical coordinates of
schools with the NIC except the State of Jammu and Kashmir. This mapping has been
linked to the UDISE data base to ensure that every school is mapped and is backed by
a detailed school report card based on UDISE information. This effort of developing
web enabled platform about school information (Spatial and Non Spatial data) will add
to the quality of planning and better utilization of resources available under SSA and
RMSA. GIS mapping of 11,29,250 schools (73.41%) across the country has been
completed so far.

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4.7 Future Technologies: Universal Design: Meaning & scope
Hearing aids have been around for centuries, but they weren't always as high-tech
and sophisticated as the ones now available. While horn-style devices were popular
back in the 1800s, the first electrical hearing aid was created in 1898, which led to
hybrid aids using combined digital and analogue circuitry being patented in 1977. Digital
signal processing chips also revolutionized the hearing aid industry and these days you
only have to visit a site like Hidden Hearing to see sleek inner ear models that offer
those with hearing impairments a more discreet alternative. Technology has greatly
enhanced the hearing aid world, but what's next? Here are five bits of future hearing
technology, might expect to see over the coming years:
 Ear-lens
Currently at clinical trial stage, the ear-lens could soon be a common form of
treatment for those with hearing problems. Essentially, it's a transducer mounted on the
eardrum that receives a laser signal from the external part of the aid mounted behind the
ear. The transducer converts the laser signal into a physical vibration on the eardrum
itself and has a much wider frequency range than many of the more conventional hearing
devices.
 Inductive charging hearing aids
Within the next five to ten years, might expect to see hearing aids that are fully
implanted into the ear meaning the user won't have to worry about taking it in or out or
adjusting the settings. But how will it stay charged, these innovative devices will use
inductive charging which quite literally means that the energy from the human body
will be enough to keep it working.
 Hearing aids connected to audio products
It's thought that somewhere down the line, hearing aids will be wirelessly connected
to a wide range of audio devices thanks to digital wireless technology being imbedded
into various household devices. If a television was transmitting its audio wirelessly, for
instance, then a wireless receiver could be added to the hearing aid so that a hearing aid
user can listen to television audio that is not subject to room vibration. On a similar
note, hearing aid companies are already creating Bluetooth accessories that plug into a
hearing aid's direct audio input. These accessories provide wireless links between the
hearing aid and cell phone devices making it easier for the user to hear what's being
said.

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  Smartphone compatible hearing aids
Imagine a world where hearing aids are connected to your smart phone! Well, this
might not be too far off as the idea is already floating around. If you need directions, for
instance, you wouldn't have to look at your map or phone to find out where to go as they
could be spoken directly into your ear via your hearing device. Similarly if you got a
call on your phone, it could be synched up with your hearing aid allowing you to hear
the person speaking clearly. And this kind of tech is not exclusive to hearing aids only
as it could work for other in-ear devices.
 Ear-to-ear connectivity
Hearing aids for individual ears are often considered separate entities, but wireless
technology will help hearing devices for the left and right ear become more synchronised.
While this functionality has already been introduced into the industry with the
synchronisation of volume controls, the process will become a lot smoother with a pair
of hearing aids being considered a single system.
Universal Design is the design and composition of an environment so that it can be
accessed, understood and used to the greatest extent possible by all people regardless of
their age, size, ability or disability. An environment should be designed to meet the
needs of all people who wish to use it. This is not a special requirement, for the benefit
of only a minority of the population. It is a fundamental condition of good design. If an
environment is accessible, usable, convenient and a pleasure to use, everyone benefits.
By considering the diverse needs and abilities of all throughout the design process,
universal design creates products, services and environments that meet people's needs.
Simply put, universal design is good design.
Universal design (close relation to inclusive design) refers to broad-spectrum ideas
meant to produce buildings, products and environments that are inherently accessible
to older people, people without disabilities, and people with disabilities. The term
"universal design" was coined by the architect Ronald L. Mace to describe the concept
of designing all products and the built environment to be aesthetic and usable to the
greatest extent possible by everyone, regardless of their age, ability, or status in life.
However, it was the work of Selwyn Goldsmith, author of Designing for the Disabled
(1963), who really pioneered the concept of free access for people with disabilities. His
most significant achievement was the creation of the dropped curb - now a standard
feature of the built environment.

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 Universal design emerged from slightly earlier barrier-free concepts, the broader
accessibility movement, and adaptive and assistive technology and also seeks to blend
aesthetics into these core considerations. As life expectancy rises and modern medicine
increases the survival rate of those with significant injuries, illnesses, and birth defects,
there is a growing interest in universal design. There are many industries in which
universal design is having strong market penetration but there are many others in which
it has not yet been adopted to any great extent. Universal design is also being applied to
the design of technology, instruction, services, and other products and environments.
Curb cuts or sidewalk ramps, essential for people in wheelchairs but also used by
all, are a common example. Color-contrast dishware with steep sides that assists those
with visual or dexterity problems are another. There are also cabinets with pull-out
shelves, kitchen counters at several heights to accommodate different tasks and postures,
and, amidst many of the world's public transit systems, low-floor buses that "kneel"
(bring their front end to ground level to eliminate gap) and/or are equipped with ramps
rather than on-board lifts.
Designing any product or environment involves the consideration of many factors,
including aesthetics, engineering options, environmental issues, industry standards, safety
concerns, and cost. Often, products and environments are designed for the average
user. In contrast, UD is "the design of products and environments to be usable by all
people, to the greatest extent possible, without the need for adaptation or specialized
design" . For example, a standard door is not accessible to everyone. If a large switch is
installed, the door becomes accessible to more people, including some wheelchair users.
Applying UD principles could lead to the installation of sensors that signal the door to
open when anyone approaches, making the building accessible to everyone a small
child, a man carrying a large box, an elderly woman, a person using a walker or
wheelchair.
When designers apply UD principles, their products and environments meet the
needs of potential users with a variety of characteristics. Disability is just one of many
characteristics that an individual might possess. For example, one person could be five
feet four inches tall, female, forty years old, a poor reader, and deaf. All of these
characteristics, including her deafness, should be considered when developing a product
or environment she and others might use. The goal of UDI is to maximize the learning
of students with a wide range of characteristics by applying UD principles to all aspects

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of instruction (e.g., delivery methods, physical spaces, information resources, technology,
personal interactions, and assessments).
Making a product or environment accessible to people with disabilities often benefits
others. For example, sidewalk curb cuts, designed to make sidewalks and streets
accessible to those using wheelchairs, are today often used by kids on skateboards,
parents with baby strollers, and delivery staff with rolling carts. When television displays
in noisy areas of airports and restaurants are captioned, they are more accessible to people
who are deaf and everyone else.
Universal Design Principles:
 Equitable use: The design is useful and marketable to people with diverse abilities.
Example: A professor's website is designed so that it is accessible to everyone,
including students who are blind and using text-to-speech software.
 Flexibility in use: The design accommodates a wide range of individual preferences
and abilities. Example: A museum, visited as a field trip for a course, allows each
student to choose to read or listen to a description of the contents of display cases.
 Simple and intuitive use: Use of the design is easy to understand, regardless of
the user's experience, knowledge, language skills, or current concentration level.
Example: Control buttons on science equipment are labeled with text and symbols
that are simple and intuitive to understand.
 Perceptible information: The design communicates necessary information
effectively to the user, regardless of ambient conditions or the user's sensory
abilities. Example: A video presentation projected in a course includes captions.
 Tolerance for error: The design minimizes hazards and the adverse consequences
of accidental or unintended actions. Example: Educational software provides
guidance and background information when the student makes an inappropriate
response.
 Low physical effort: The design can be used efficiently, comfortably, and with a
minimum of fatigue. Example: Doors to a lecture hall open automatically for
people with a wide variety of physical characteristics.
 Size and space for approach and use: Appropriate size and space is provided for

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 approach, reach, manipulation, and use regardless of the user's body size, posture,
or mobility. Example: A flexible science lab work area has adequate workspace
for students who are left- or right-handed and for those who need to work from a
standing or seated position.
Universal Design Scope:
 Universal Design helps teachers plan learning to meet the diverse and variable
needs of all students. Flexible supports for learning can be embedded into an
environment and made available to everyone. Hidden barriers to learning can be
identified and minimised. Universal design can be used beyond the classroom to
underpin the design of more inclusive home-school communications, professional
learning options, and community events.
 Universal Design for learning helps teachers optimize their teaching and learning.
Use it to create a more inclusive, flexible environment, where barriers to learning
are minimized with supports and options available to all students.
 Overview of the value of using captioned or subtitled videos to support literacy
across the curriculum. Provides all students with alternative access to content in
videos.

4.8 Let Us Sum UP

Lot of modern technology is ideally suited for deaf culture. Text and instant
messaging, for example, are beneficial to deaf people because they allow conversation
between people regardless of whether or not they are deaf and they do not require the
use of sign language. However, with in the deaf community not everyone is accepting
or open to technology bridging the gap between the hearing and the non-hearing. There
are two groups within the community with differing opinions on the matter. There are
people who refers to themselves as deaf with the lower case "d" and there are the deaf
with a capital "d". The deaf group is one that takes pride in traditional forms of
communication amongst deaf people and limits the use of technology as a way of
communicating. For the deaf, technology enhances deaf culture and is positively looked
upon.
Deafness can have a major impact when it comes to learning, which makes deaf

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education an area that greatly benefits from the use of technology. When in a classroom
environment, speech-to-text systems can prove beneficial to students without hearing.
These systems convert spoken words into real-time, displayed text that students can
read on their computers or on a screen that is displayed to the class. In addition to the
real-time display of text, these systems also provide a print out or text file of the lecture.

4.9 Check your progress

1. Explain the changing trends in teaching and learning.
2. Elaborate the technological impact on education.
3. Discuss about Information and communication technology and its impact on
education of children with hearing impairment.
4. What is Universal Design? Explain its meaning and scope.
5. Briefly explain about the future technologies.
6. Write a short note on multimedia.
7. Broadly discuss technological products for educational purposes like listening,
visual and audio-visual.
8. Point out in details various technology based educational services.

4.10 References
Technology in Education: An Overview, Education Week 8 April, 2017, cited from
http:/www. edweek.org/ew/issues/technology-in-education/
Robinson, Rhonda; Molenda, Michael; Rezabek, Landra. "Facilitating Learning" (PDF).
Association for Educational Communications and Technology, cited from
https:/en.wikipedia.org/wiki/Educational_technology
Dekel, Gil. "So, what does a Learning Technologist do? Educational Technology,
Retrieved from https://en.wikipedia.org/wiki/Educational_technology
Assistive Technology for Children with Disabilities: Creating Opportunities for
Education, Inclusion and Participation A discussion paper, Unicef, World Health

125
 Organization Retrieved from https://www.unicef.org/disabilities/files/
Assistive-Tech-Web.pdf
Technology makes higher education accessible to disabled students, Cited from https:/
/www.theguardian.com/education/2013/apr/28/disabled-students-use-e-textbooks
How do special education students benefit from technology?, kris zorigian and jennifer
job, retrieved from http://www.learnnc.org/lp/pages/6917
Education Technology and Products, NASA, retrieved from https://www.nasa.gov/
offices/education/about/tech_prod_e_edu_overview.html
Teach Thought, we grow teachers, cited from http://www.teachthought.com/the-
future-of-learning/technology/15-examples-of-new-technology/
Action on hearing loss, cited from https://www.actiononhearingloss.org.uk/supporting-
you/services-and-training-for-businesses/loop-installation-and-maintenance/what-
are-induction-loop-systems.aspx
American Speech Language Hearing Association, cited from http://www.asha.org/public/
hearing/FM-Systems/
Seven Advantages of Loop Systems, Neil Bauman, Ph.D, Centre for Hearing Loss Help,
cited from http://hearinglosshelp.com/blog/seven-advantages-of-loop-systems/
Hearing Loops Melbourne, retrieved from https://www.hearingloopsmelbourne.com.au/
induction-loop/induction-loop/advantages-disadvantages-of-il-system/

Frequency Modulation Advantages & Disadvantages, cited from http://www.radio-

electronics.com/info/rf-technology-design/fm-frequency-modulation/advantages
disadvantages.php
American Speech Language Hearing Association, cited from http://www.asha.org/
public/hearing/Infrared-Systems/
Adult Audiology, Washington University Physicians, cited from http://hearing.wustl.edu/
Hearing-Assistive-Technology/Hearing-Assistive-Technology-On-the-Go/
Infrared-Systems

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Techopedia, retrieved from https://www.techopedia.com/definition/23767/speech-to-
text-software
Voice-Recognition Software - An Introduction, cited from http://www.bbc.co.uk/
accessibility/guides/factsheets/factsheet_VR_intro.pdf
Text-to-Speech Technology: What it is and how it works, retrieved from https://www.
understood. org/en/school-learning/assistive-technology/assistive-technologies-
basics/text-to-speech-technology-what-it-is-and-how-it-works
Techopedia, retrieved from https://www.techopedia.com/definition/11167/computer-
based-learning-cbl
Educational handbooks for health professional, retrieved from http://www.nzdl.org/
gsdlmod?e=d-00000-00---off-0fnl2.2--00-0----0-10-0---0---0direct-10---4-------0-
1l--11-gu-50---20-preferences---10-0-1-00-0--4----0-0-11-10-0utfZz-8-
00&cl=CL2.6&d= HASH697745957 cdde88b6af1c8.13.10&gt=1
Wikipedia, cited from https://en.wikipedia.org/wiki/Multimedia
Technology integration, Wikipedia, cited from https://en.wikipedia.org/wiki/
Technology_ integration
Postgraduate study, The University of Edinburg, retrieved from http://www.ed.ac.uk/
studying/postgraduate/degree-guide/online-learning/about
Mohawk Future Ready, cited from https://www.mohawkcollege.ca/ce/what-online-
learning
E-learning Industry, cited from https://elearningindustry.com/5-advantages-of-online-
learning-education-without-leaving-home
Orientation to web-based learning, cited from https://www.tut.fi/ms/muo/vert/
1_orienting% 20_ phase/pdlri_wbl_differencesandsimilarities.html
Orientation to web-based learning, cited from https://www.tut.fi/ms/muo/vert/
1_orienting%20_ phase/pdlri_wbl_whatisweb-basedlearning.html
Orientation to web-based learning, cited from https://www.tut.fi/ms/muo/vert/
1_orienting% 20_phase/pdlri_wbl_advantagesanddisadvantages.html

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computer-assisted learning, Encyclipedia.com, cited from http://www.encyclopedia.com/
computing/dictionaries thesauruses-pictures-and-press-releases/computer-
assisted-learning
What are the Advantages and Disadvantages of Computer Assisted Learning?, Varsha
Sen, cited from http://www.preservearticles.com/2011122018614/what-are-the-
advantages-and-disadvantages-of-computer-assisted-learning.html
Video remote interpreting, Wikipedia, cited from https://en.wikipedia.org/wiki/
Video_remote_ interpreting
What is video remote interpreting? , Disabilities, Opportunities, Internetworking, and
Technology, retrieved from http://www.washington.edu/doit/what-video-remote-
interpreting
Tele language, retrieved from https://telelanguage.com/video-remote-interpreting-
infographic/
American Sign Language interpreting services, cited from http://www.interpretek.com/
blog/2015/01/14/limitations-of-video-remote-interpreting/
C-print, cited from https://www.rit.edu/ntid/cprint/
What Is Open Captioning? , Techwalla, rectrived from https://www.techwalla.com/
articles/what-is-open-captioning
Closed captions, Tech Target, cited from http://whatis.techtarget.com/definition/closed-
captions
What is real-time captioning? , Disabilities, Opportunities, Internetworking, and
Technology, cited from http://www.washington.edu/doit/what-real-time-captioning
Information and communication technology, Wikipedia, retrieved from https://
en.wikipedia.org/wiki/Information_and_communications_technology
ICT (information and communications technology, or technologies), Tech Target, cited
from http://searchcio.techtarget.com/definition/ICT-information-and-
communications-technology-or-technologies
ICT in Education, cited from http://ictcurriculum.gov.in/

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Information and communication technology, MHRD, cited from http://mhrd.gov.in/
ict_overview
Hearing Impairment & ICT, British Educational Communications and Technology
Agency, cited from http://tim-brosnan.net/ITPGCE/coursematerials/SEN/docs/
hearing
Shaala Sidhdhi, MHRD, cited from http://mhrd.gov.in/ICT-Initiatives-shaala-sidhdhi
E-Pathshala, MHRD, cited from http://mhrd.gov.in/ICT-Initiatives-e-Pathshala
Shaala Darpan, MHRD, cited from http://mhrd.gov.in/ICT-Initiatives-shala-darpan
Saransh, MHRD, cited from http://mhrd.gov.in/ICT-Initiatives-Saransh Education
School GIS Mapping, MHRD, cited from http://mhrd.gov.in/ICT-Initiatives-GIS-
mapping
What is universal design? , National Disability Authority, cited from http://
universaldesign.ie/What-is-Universal-Design/
Universal design, Wikipedia, cited from https://en.wikipedia.org/wiki/
Universal_design
Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples,
Sheryl Burgstahler, Ph.D, Disabilities, Opportunities, Internetworking, and
Technology, cited from http://www.washington.edu/doit/universal-design-
instruction-udi-definition-principles-guidelines-and-examples
Universal Design for Learning, Inclusive Education Guides for Schools, retrieved
from http://inclusive.tki.org.nz/
5 Bits of Future Hearing Technology, David Ponce, cited from h t t p : / /
www.ohgizmo. com/ 2015/09/02/5-bits-of-future-hearing-technology/
Technology for the Deaf, Deaf Websites, cited from http://www.deafwebsites.com/
technology/technology-for-deaf.html

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Unit - 5 ❐ Resource Mobilization for Technology
Structure :
5.1 Introduction
5.2 Objectives
5.3 Agencies for Aids and Appliances: Government and Non-Government
5.4 Eligibility Criteria for Availing Fundings Under Governments Schemes
5.5 Challenges encountered with cost involved in maintenance of devices after
availing funding and ways to overcome
5.6 Agencies/ Strategies to locate human resources for various services and
referrals
5.7 Let Us Sum Up
5.8 Check your progress
5.9 References

5.1 Introduction
Resource mobilization is the process of getting resource from resource provider,
using different mechanisms, to implement the organization's work for achieving the
pre-determined organizational goals. It deals in acquiring the needed resources in a
timely-cost effective manner. Resource mobilization advocates upon having the right
type of resource, at the right time, at right price with making right use of acquired
resources thus ensuring optimum utilization of the same.

5.2 Objectives
After completion of this unit, the student will be able to:
1. Know about the various agencies for aids and appliances both government and
non-government
2. Know about the criteria for availing funding under government scheme

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 3. Know about process for availing funding from various agent
4. Know about the challenges encountered with cost involved in maintenance of
devices after availing funding and ways to overcome
1. Know about the various agencies to locate required human resources for various
services and referrals

5.3 Agencies for Aids and Appliances: Government and Non-

Government
It has been the constant endeavor of the Government to provide the disabled persons
with aids/appliance, at minimum costs, which are essential for their social, economic
and vocational rehabilitation. With the application of modern technology, a number of
aids have emerged which can reduce the effects of disabilities and enhance the economic
potential of the disabled. However, a large number of disabled persons are from the low
income groups and are deprived of the benefits of these appliances because of their
inability to find funds to acquire them and consequently of dignified independent living.
Scheme of Assistance to Disabled Persons (Adip Scheme)
In the light of the Government's commitment for enabling and empowering disabled
persons, it has been decided to continue and modify ADIP Scheme in such a way that it
becomes more user-friendly and the needy are not deprived of necessary aids /appliances
for want of means to acquire them together with a transparent mechanism for checks
and balances.
Objectives of Adip Scheme:
❖ To assist the needy disabled persons in procuring durable, sophisticated and
scientifically manufactured, modern, standard aids and appliances to promote
physical, social, psychological rehabilitation of Persons with Disabilities by
reducing the effects of disabilities
❖ To enhance their economic potential.
❖ To improve their independent functioning by giving Assistive devices
❖ To arrest the extent of disability and occurrence of secondary disability
❖ To improve their independent functioning

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 ❖ To arrest the extent of disability and occurrence of secondary disability
❖ The aids and appliances supplied under the Scheme must have due certification
Implementing Agency Under The Scheme:
❖ Societies and their branches, if any, registered separately under the Societies
Registration Act, 1860
❖ Registered Charitable Trusts.
❖ Indian Red Cross Societies
❖ Other Autonomous Bodies headed by District Collector/Chief Executive Officer/
District Development Officer
❖ National/Apex Institutes, CRCs, RCs, DDRCs, National Trust, ALIMCO
functioning under administrative control of the Ministry of Social Justice and
Empowerment/Ministry of Health and Family Welfare
❖ National/State Handicapped Development Corporation
❖ Section 25 Companies in the Private Sector
❖ Local Bodies - Zilla Parishad, Municipalities, District Autonomous Development
Councils and Panchayats etc
❖ Hospitals registered as separate entity, as recommended by State/UT/Central
Govt
❖ Nehru Yuva Kendras
❖ Any other organization as considered fit by Department of Disability Affairs,
Ministry of SJ&E
Eligibility of the Beneficiaries:
❖ An Indian citizen of any age
❖ Holds a 40% Disablement Certificate
❖ Has monthly income from all sources not exceeding Rs. 20,000/- per month.
❖ In case of dependents, the income of parents/guardians should not exceed Rs.
20,000/- per month
❖ Who have not received assistance during the last 3 years for the same purpose

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 from any source. However, for children below 12 years of age, this limit would
be one year
❖ Income certificate of beneficiaries staying in orphanages and half-way homes
etc. may be accepted on certification of District Collector or Head of the
organization concerned. Such beneficiaries will be provided aids & appliances
under this Scheme by ALIMCO
Quantum of Assistance:
❖ For aids and appliances costing upto Rs. 10,000/-. Aids/appliances which do not
cost more than Rs. 10,000/- are covered under the Scheme for single disability.
However, in the case of SwDs, students beyond IX class, the limit would be
raised to Rs.12,000/- In the case of multiple disabilities, the limit will apply to
individual items separately in case more than one aid/appliance is required
Cochlear Implant:
Ministry of Social Justice and Empowerment will recognize an institute of national
stature from each zone to recommend children eligible under the scheme for cochlear
implant, with a ceiling of Rs.6.00 lakh per unit to be borne by the Government. Ministry
will also identify and recognize the Institutes in the zones wherein the surgery will be
undertaken. Ministry will identify suitable agencies for providing cochlear implant (500
children per year) under the scheme. Income ceiling for the beneficiaries will be same
as for other aids/appliances. Beneficiaries will be linked with Aadhar number or Ration
Card or Voter Icard from 2014-15 and with Aadhar number from 2015-16
Amount of Assistance:
Total Income Amount of Assistance
Upto Rs. 15,000/- per month Full cost of aid/appliance
Rs.15,001/- to Rs. 20,000/- per month 50% of the cost of aid/appliance

Types of Aids/Appliances:
The following aids and appliances may be allowed for each type of disability.
However, any other item as notified from time to time by the Ministry of Social Justice
and Empowerment for the purpose will also be allowed.

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Locomotor Disabled:
❖ All prosthetic and orthotic devices
❖ Mobility aids
❖ Surgical foot wears, MCR chappals
❖ All types of devices for activity of daily living as recommended by expert
committee from time to time
❖ Motorized tricycles and wheelchairs for severely disabled and for Quadriplegic
(SCI), Muscular Dystrophy, Stroke, Cerebral Palsy, Hemipeligia and any other
person with similar conditions, where either three/four limbs or one half of the
body are severely impaired. Extent of subsidy would be Rs.25,000/-. This will
be provided to the persons of age of 18 years and above, once in ten years
Visually Disabled Including Deaf Blind and With Other Disabilities:
❖ Accessible Mobile Phone to visually impaired students of the age 18 years and
above only, once in five years and to provide Laptop, Braille Note Taker and
Brallier to school going disabled students (10th and above), once in 10 years
❖ Learning equipments
❖ Braille writing equipments
❖ Communication equipments, Braille attachments for telephone for deaf blind
persons.
❖ Low vision aids
❖ Special mobility aids for visually disabled people with muscular dystrophy or
cerebral palsy like adapted walkers as recommended by expert committee from
time to time
Hearing Disabled:
❖ Various types of hearing aids, including BTE etc
❖ Educational kits
❖ Assistive and Alarm devices
Mentally Disabled:
❖ Any suitable device /kit/learning material as advised by expert committee from
time to time

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Multiple Disabilities, Including Leprosy Cured Wherever Required:
❖ Any suitable device as advised by expert committee from time to time
Research & Development:
1% of Budget under the Scheme may be used for Research in aids & assistive
devices and seeking accreditation with international bodies of equivalent standard of
ISI. Details to be worked out by expert committee in the Department from time to time.
Procedure for Receipt of Grant-in-Aid by An Implementing Agency:
The application should be accompanied with following documents/information
(duly attested)
❖ A copy of Registration Certificate u/s 51/52 of Persons with Disabilities (Equal
Opportunities, Protection of Rights and Full Participation Act (PwD Act), 1995
❖ A copy of Registration Certificate under Societies Registration Act, 1860 and
their branches, if any, separately or Charitable Trust Act
❖ Names and details of the Members of Management Committee of the
Organization
❖ A copy of Rules, Aims and Objectives of the Organization
❖ A copy of Certified Audited Accounts and Annual Report for the previous year
(showing that the organization is financially sound)
❖ The Implementing Agencies already receiving grant-in-aid under the Scheme
should also furnish the list of beneficiaries assisted from the grant-in-aid released
to them in the previous year, as per proforma and summary of beneficiaries
covered in hard copy not exceeding two pages.
❖ Utilization Certificate may be given.
❖ The Implementing Agencies shall provide one year free maintenance of the aids
& assistive devices supplied by them
❖ The organization will provide reservation to SC/ST/OBC and disabled persons
in accordance with instructions issued by Govt. of India from time to time if its
employees are more than 20 persons on a regular basis
❖ Implementing agency should also maintain a website and upload details of grants
received, utilized and list of beneficiaries along with photo and Ration Card

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 Number/voter ID Number/Adhar Card Number, as the case may be
Sanction/Release of Grant-In-Aid:
❖ The Implementing Agencies will be sanctioned grant-in-aid in a particular
financial year after receiving recommendations from State Government/UT
Administration/National Institute/any other agency authorized by Department
of Disability Affairs. The subsequent financial assistance would be sanctioned
after receipt of Utilization Certificate as prescribed
❖ Third party evaluation shall be done for the implementing agency. Expert
Committee shall also be the Monitoring Committee and shall appoint the third
party evaluation agencies. The Committee shall sit at least twice a year
❖ The recommending authority shall conduct sample checking of beneficiaries
regarding utilization of grant-in-aid by the Implementing Agency. The sample
checking would cover at least 15% (in case of GIA upto Rs. 10.00 lakh) and
10% (in case of GIA exceeding Rs. 10.00 lakh)
❖ The grant-in-aid would normally be released in one installment if GIA is less
than Rs. 10 lakh. However, this limit will not apply for special camps held with
the approval of Department of Disability Affairs. Quantum of 1st and 2nd
installment will be decided by the Department keeping in view the provisions
under General Financial Rules and also in consultation with Integrated Finance
Division
❖ Implementing agencies shall use 5% of the grant-in-aid as administrative/
overhead expenses for conducting awareness, assessment and follow-up camps
Conditions for Assistance:
❖ The Implementing Agency shall obtain a certificate from the concerned competent
authority regarding monthly income of beneficiaries
❖ The Implementing Agency will maintain a register in the prescribed proforma
about the beneficiaries assisted under the Scheme
❖ The Implementing Agency shall maintain a separate account of funds received
and utilized from the Ministry of Social Justice and Empowerment under the
Scheme. The fund should be kept in a separate bank account, to be operated
under ADIP Scheme duly certified by C.A.

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❖ A certificate from the Head of the Implementing Agency to the effect that the
funds have been utilized. A list of beneficiaries as per proforma assisted by the
organization that the funds given by the Ministry will be furnished along with
the yearly application
❖ The final accounts for a financial year will be rendered through utilization
certificate and audited accounts signed by Chartered Accountant within six
months of the close of the financial year along with bill & vouchers
❖ The Implementing Agency will obtain an undertaking from the beneficiary that
he/she has not obtained such aid from any other agency/source during the last
three years and that he/she will keep it for his/her bona fide use
❖ The Implementing Agency will be open to inspection by an officer/third party
agency authorized by Union Ministry of Social Justice and Empowerment or the
State Government/UT Administration/National Institutes/DRCs etc.
❖ When the Government of India has reasons to believe that the sanction is not
being utilized for the approved purpose the amount would be recovered from
the implementing agency with interest and no further assistance would be given
to the agency. Ministry will be at liberty to blacklist such organization and to
take legal action as per law
❖ The implementing agencies would not incur any liability under the Scheme,
unless the funds have been sanctioned to them, except in the case of an
implementing agency who has distributed approved aids and devices as per norms/
cost ceiling under the Scheme against loan as certified by Chartered Accountant
and such money to be operated from a separate account limited to amount of last
year's grant-in-aid. Department of Disability Affairs will not bear interest burden
on the loan amount
❖ Reservation for SC/ST/OBC beneficiaries under the Scheme as per the
Government norms and at least 25% of the overall beneficiaries need to be girl
child/women
❖ All camps will display the details of the Scheme & assistance received there
under and the website of the Ministry (www.socialjustice.nic.in). Photos of the
camps held will also be uploaded on the website of the Implementing Agency

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5.4 Eligibility Criteria for Availing Fundings Under Governments
Schemes
State Disability Pension:
This scheme may be called as West Bengal Disability Pension scheme, 2010. The
monthly grant for this scheme is Rs 750/- per month.
Eligibility Criteria:
❖ The Disabled person is a citizen of India and resident of the state namely West
Bengal
❖ The Disabled person's family income, if any, does not exceed Rs. 1000/-(one
thousand) per month
❖ The Disabled person is declared unsuitable for physical work by the respective
Medical Officer
❖ Minimum 40% of disability
❖ The Disabled person has been a resident of the state namely West Bengal for not
less than 10 years on the date of making application for Pension. Provided that
in case of the disabled person whose age is below 10 years, the period of residence
shall be limited to the period covered by the date of birth and date of submission
of the application
❖ No age limit
❖ The Disabled person who is a recipient of "Widow Pension", "Old Age Pension"
"Farmers Pension" or pension under "Family Pension Scheme" of the State
Government / the Central Government / other concerns, shall not be entitled to
the Pension under this scheme
Indira Gandhi National Disability Pension Scheme:
This scheme is implemented by the Department of Panchayat and Rural
development. The monthly amount is Rs 300/-
Eligibility Criteria:
❖ The age of the disabled shall be between 18-79 years
❖ The applicant must belong to household below the poverty line (BPL) according
to the criteria prescribed by the Government of India

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 ❖ The applicant should be suffering from severe or multiple disabilities as defined
in 'Persons with Disabilities Act, 1995 (PWD Act 1995)' and the 'National Trust
for the Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and
Multiple Disabilities Act, 1999 (National Trust Act 1999)' revised from time to
time and any other guidelines issued by the Ministry of Social Justice and
Empowerment in this regard
❖ The number of eligible beneficiaries to be assisted under IGNDPS will be
determined as per the field report of all beneficiaries who satisfy the criteria
Educational Scholarship:
The state government is giving financial assistance to students with disabilities
studying from 1st class onwards up to post graduate level. Scholarship grants upto 9th
standard is administered by the department of woman and child development and social
welfare whereas scholarship for class 9th onwards is administered by the directorate of
Mass education and extension.
Scholarship Upto 8th Class:
The rate of scholarship for students studying up to class I-VIII standard is Rs 300/
- per month and the reader allowance is Rs 100/-
Eligibility Criteria:
❖ Applicant shall be a citizen of India and be resident of West Bengal
❖ Minimum 40% of disability
❖ Shall ordinarily be below 18 years in age which may be relaxed by the
Commissioner for Persons with Disabilities, West Bengal or any other authority
which may be prescribed in special circumstances
❖ Must not be in receipt of any regular financial help either from the State
Government or Government of India. Provided that he / she signs a declaration
to forego such facilities availing if sanctioned by the Department of Women &
Child Development and Social Welfare
❖ The total income of both parents / guardian of the candidate must not exceed
Rs.36, 000 /- per annum
❖ Shall have scored passing marks in the last annual examination

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Scholarship for 9th Class to Higher Education:
Sl Type of Course Rate per Rate per Reader
No month for month allowance for
day scholar for blind only
hostellers per month
1. Class IX, X, H.S.(10+2) Rs 85/- Rs 140/- Rs 50/-
2. B.A./B.Sc./B.Com. etc. 125/- 180/- 75/-
3. B.E./B.Tech./, M.B.B.S./L.L.B./B.Ed./ 170/- 240/- 100/-
Diploma in Professional & Engineering
Studies etc./ in Plant training
4. M.A./M.Sc./M.Com./LLM/M.Ed. etc. 170/- 240/- 100/-

Eligibility Criteria:
❖ Nationality: A disabled person who is citizen of India may apply for scholarship
under this scheme
❖ Scholarship is awarded to the students with all categories of disability (having at
least 40% disability) for pursuing general, Technical & Professional Education
from class IX onwards as detailed in the table above
❖ Educational Requirements: student with disability should have secured at least
40% marks in aggregate at the previous annual examination
❖ Music course: a student with disability should have passed Madhyamik or its
equivalent examination at least in 2nd division from a college affiliated to a
University or to an institution of All India character approved by the Central
Government
❖ Vocational Course : a student with disability should undertake a vocational
training course in any vocational training centre / workshop/ ITI or any other
centre run by the Central /State Government/Local Body or any voluntary
organization or Institution recognized by the Central/State Govt.. This will also
include apprenticeship or training in a recognized Institution or in Industries.
Lack of academic qualification need not be a bar to vocational training
❖ Income Limit: No scholarship will be admissible if the combined monthly

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 income of the parents/guardian of the candidate is more than Rs.2000/- (Rupees
two thousand) only
Bus Concession:
The state transport provides facility of free travelling in tram, cars and buses owned
by State Transport Undertaking to the person with vision impairment and their escort.
They should have identity card issued by District Social Welfare Officer or Child
development project Officer.
Eligibility Criteria:
❖ Above 40% of disability
❖ Resident of state
National Fellowship Scheme for PWDS:
National Fellowship for Person with Disabilities is a fellowship scheme for pursuing
M.Phil/Ph.D. courses in any University recognized by University Grants Commission
(UGC). Number of fellowships to be given is 200 per annum. The scheme is effective
from 2012-13. However, selection of candidates of the year 2012-13 could be done
only in 2013-14. The fellowship amount ranges from Rs. 25,000/- to Rs. 28,000/- per
month. In addition, there are provisions of Escort/Reader Allowance and House Rent
Allowance (wherever applicable). Duration of Fellowship: 2 years for M.Phil and 5
years for Ph.D. Selection of candidates is done by UGC. Disbursement of fellowship
amount is done by the Department of Empowerment of Persons with Disabilities through
Canara Bank who has been designated for this purpose. The Fellowship amount is
remitted by the Canara bank direct to the bank accounts of the selected candidates.
Eligibility Criteria:
❖ Any student with disabilities who has been admitted to M.PhiI./Ph.D. degree in
a University or academic institution by completing the required formalities for
admission at that University or academic institution is eligible for the award of
Fellowship subject to provision of the scheme
❖ After two years, if the progress in the research work of the awardee is found
satisfactory, his/her tenure will be extended for a further period of three years as
Senior Research Fellowship (SRF). The research work will be assessed by a
three member committee set up by the University. The committee will consist of
the Supervisor, Head of the Department and one outside expert in the subject.

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 JRF may be terminated in case the progress of the candidate is not found
satisfactory by the committee. The SRF shall be sanctioned on year to year basis
on the recommendation of the Supervisor of the candidate duly accepted/rejected
by the Head of the Department and finally approved by the Vice Chancellor. The
total period of award of JRF and SRF shall not exceed a period of five years.
The fellowship is paid from date of registration of the students in M.Phil., Ph.D.
course but not earlier than 1st April, 2012 i.e. date of effect of the scheme
❖ The students with disabilities once considered eligible for the fellowship shall
not be entitled to any other benefits from Central or State Government or any
other body like UGC offering similar benefit to avoid duplication and increased
coverage. Only those doing regular and full time M.Phil./Ph.D. course of a
University/Research Institution shall be eligible for the fellowship. Employees
of any University/College/Educational Institution/Central/State/U'T Government
shall be excluded from availing Fellowship, even if they are on Study Leave or
EOL to pursue the M.Phil./Ph.D. course
National Overseas Scholarship for Students with Disabilities:
The scheme of National Overseas Scholarship for Students with Disabilities has
been launched with the objectives of providing financial assistance to the students
with disabilities for pursuing studies abroad at the level of Masters' Degree and Ph.D.
Twenty (20) scholarships are to be awarded every year out of which six are reserved for
women candidates. The scholarship amount includes Maintenance Allowance,
Contingency Allowance, Tuition Fees, and Cost of Air Passage etc. The said scheme
has been launched in the year 2014-15. In addition to the above, there is a "Passage
Grants" to two Students with Disabilities every year. Only those Students with
Disabilities who are in receipt of a merit scholarship for Post Graduate Studies, Research
or Training abroad (excluding attending seminars, workshops, conferences), from a
foreign government/ organization or under any other scheme, where the cost of passage
is not provided, shall be eligible. The Passage Grant includes to-and-fro air-fare from
home-station to the Institute abroad by economy class through Air India.
Scholarship Scheme from National Fund:
Under this scheme financial assistance is given to students with disabilities to
pursue technical and professional courses from a recognized institution. There is
provision of 500 scholarships every year. The rate of scholarship is Rs.1000/-p.m. for

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hostellers and Rs.700/- p.m. for day scholars studying in professional courses at
graduation and above level, and Rs.700/- p.m. for hostellers and Rs.400/- p.m. for day
scholars pursuing Diploma /certificate level professional. Course fee is reimbursed up
to ceiling of Rs.10,000/- per year. In addition, financial assistance can be given for
computer with editing software for blind/deaf graduate and post graduate students
pursuing professional courses and for support access software for cerebral palsy students.

5.5 Challenges encountered with cost involved in maintenance

of devices after availing funding and ways to overcome
It is a waste of time and resources to provide a person with an assistive device if
that device breaks down after a short period of time and cannot be repaired or replaced.
Repair and maintenance of assistive devices is a crucial part of any strategy to achieve
equality of opportunity for people with disabilities. The term "repair" refers to
modifications made to a device when it is in poor or no working condition, in order to
make it work properly again. "Maintenance" refers to the modification or replacement
of parts made to prevent possible failures while the device is still working properly, in
order to prevent repair from being necessary. Both functions can be performed by users
themselves with or without the help of others with mechanical skills. Repair work is
more likely to require the help of mechanics or technicians.
The ease of repair and maintenance depends partly on the design of devices, and
partly on the availability of infrastructural and technical support near the users. Without
some state aid, this support will grow only with time, economic progress and market
demand which may not be primarily defined by the needs of disabled people. Imported
devices are typically the most difficult to maintain and repair, partly for lack of
components, but also because manufacturers often do not supply instruction manuals
for this purpose. Users may not even know that such documents exist, especially when
they purchase the devices. India has faced this problem with respect to braille presses
and computerized braille printers. If people with disabilities and their helpers receive
adequate instruction on the maintenance of their devices when they receive them, much
less time and effort will have to be spent on repairs. Prolonged exposure to humidity,
dust, sand, mud, heat, water and sunlight can cause problems such as corrosion, increased
friction in moving parts and hardening of thermoplastics through ultraviolet radiation.
People with disabilities need a transition period to get used to their assistive devices

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before they can accept the devices as a part of their lives. This period may vary from a
few weeks to a few months, while an individual user decides whether a device is suitable
for the way of life she or he wants to lead.
Many users of hearing aids, for example, stop using them when they have to replace
batteries and cords, which are not easily available in rural areas. Similarly, breakage of
orthoses among children is usually high. In itself, this may be a good sign, as it indicates
that the children have really been using the devices. But if the breakages are not dealt
with quickly, children may stop using the orthoses and revert to moving as they did
before the orthoses enabled them to become more active. The use of orthoses requires
even more follow-up, with closer attention to detail, than the use of prostheses. An old
prosthesis will not work as well as it used to if a child wearing it outgrows it but an old
orthosis, in the same situation, will not work at all.
In one case, a user brought prosthesis back to the rehabilitation centre after seven
years, during which time he had been trying many different methods of repair, as he had
access neither to a repair facility nor to replacement prosthesis. Living with limb disability
is challenging. Many studies reveal that the quality of life of people with disabilities is
lower than people without disabilities. Lower limb disabilities challenge the affected
individual in many ways due to problems in mobility and stature. Fortunately, assistive
device technology helps to overcome many challenges faced by people with lower limb
disabilities. Assistive technology is an umbrella term used for a wide assortment of
devices and services that support people with disabilities. Furthermore, it is an
international priority to produce barrier-free societies for people living with disability.
Cost often deters many people with disabilities from getting their devices repaired
or maintained. Many developing countries of the ESCAP region have schemes for
providing assistive devices to people with disabilities, or at least those able to obtain
the necessary official papers, at concessional rates. They do not, however, usually offer
a similar subsidy for repairs. As a result, poor people with disabilities find it extremely
difficult to afford new parts or new devices. If workshops are far away, the costs of
transportation, board and lodging become a further barrier.
Malaysia and Thailand have adopted a policy of subsidizing the cost of repair,
replacement and maintenance as well as that of the initial devices. This is helpful, and
would be still more so if two more steps were taken to ensure the success of the policy.
First, this support must be provided in a manner that is decentralized enough to reach

144
users. Second, people with disabilities need adequate information about where to receive
the support. The cost of repairs is not only monetary. It also involves the time spent
repairing devices. In Thailand, repairing hospital wheelchairs has typically taken days
or even weeks while technicians wait for spare parts to be delivered. In the meantime,
no temporary replacement is available, leaving users immobile for a long period. This
results in severe disruption of users' lives. It could be prevented if wheelchairs were
loaned to users while they awaited repairs. Loaning of prostheses and orthoses would
be inappropriate, but loaning of less user-specific devices would be acceptable, as those
devices would only be used for a short period.
Repair and maintenance are not, of course, entirely rural problems. Devices like
computerized braille embossers, text reading machines, and stair lifts are often difficult
to repair even in cities and towns. The reasons can be non-availability of spare parts,
lack of local technical skills, or both. most people with disabilities in the region live in
rural areas; rural areas are deprived of repair and maintenance services because it is
more difficult for such services to reach them; and assistive devices are subjected to far
more strain in rural than in urban areas. Local mechanics and artisans can repair some
devices, although they may require additional equipment and training.
Another problem is that mechanic workshops are not always available near users
in rural areas. The only alternative this leaves is for users to go to the rehabilitation
centre where they obtained the devices, which is a deterrent. Ideally, it would be best to
have such a workshop provide the requisite services within a radius of one to two
kilometres from each user. While it is often not practical to set up that many new
workshops specifically for this purpose, it may be feasible to identify enough existing
workshops that, with proper technical inputs, could provide the services required by
most assistive-device users. When local mechanics and artisans are not nearby or are
not capable of repairing a particular device, mobile workshops may be of great help.
Countries which use the mobile-workshop approach for repair and maintenance include
Cambodia, India and Thailand. In Cambodia and India, NGOs provide their services
through mobile workshops.
However, there are numerous barriers in using assistive technology by individuals
with lower limb disabilities worldwide, and they appear to be of high intensity in low

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income countries. One of the main barriers in accessing assistive technology in less
resourced settings is the lack of funds. Limited financial resources in many countries
has a major impact on availability and accessibility of assistive technology. In some
countries, lack of leadership and governance are also barriers to the provision of assistive
technology.
In addition, service delivery including referral, assessment, funding, ordering,
product preparation, fitting, adjusting, user training, follow-up, maintenance and repairs,
hinder the use of assistive technology. Lack of personnel with proper training in
appropriate mobility device services is also a major barrier. In many developing countries,
production of mobility devices is done only on a small scale, or perhaps not at all, due
to limited access to materials, machinery and expertise. At the same time, there are
physical and environmental barriers like accessibility problems, as well as cultural and
social stigma in using assistive technology in low-income countries. Introduction of
assistive devices such as wheelchairs into people's lives may bring about intense
emotional responses. It calls for pragmatic, emotional adaptation as the person involved
looks and feels different. An assistive device will only be adopted if he/she really thinks
that it is useful.
Assistive technology can have a major positive impact on the lives of persons with
lower limb disabilities, improving their independence via improved mobility and balance.
Assistive devices reduce stress and improve quality of life, reducing the workload of
caregivers. Therefore, in order to increase the use of assistive technology, there is a
great need for those who prescribe it, including surgeons and occupational therapists,
to understand the feelings and experiences of persons with disabilities. Although in
recent times assistive devices have been extensively prescribed, there are few evaluations
of the barriers to their utilisation.
Persons with lower limb disabilities have to adjust psychologically at the point of
their first instance of using assistive devices, but the significance of their emotional
adjustment and their attitudes to technology have not been discussed. According to
Magnusson et al (2013), pain associated with the use of assistive devices and difficulties
in ambulating on challenging surfaces were the main barriers faced by a population
with disabilities in Malawi, who were using lower limb prosthetic or orthotic devices.
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have pointed to the mismatch between the person and the assistive device as a major
barrier in using assistive technology.
A study "Barriers in Using Assistive Devices among a Group of Community-
dwelling Persons with Lower Limb Disabilities in Sri Lanka" conducted in Sri Lanka,
the main purpose of the study was Rehabilitation with assistive devices is of great
benefit to people with limb disabilities, enabling them to lead independent and productive
lives. While assistive devices improve the quality of life of persons with lower limb
disabilities by facilitating activities of daily living, there are also many barriers to their
use. This study aims to describe these barriers among community-dwelling persons
with lower limb disabilities in central Sri Lanka. Results showed that Participants
described several barriers in using assistive devices, such as unaffordable assistive
technology like wheelchairs and artificial limbs, unavailability of appropriate assistive
technology, difficulties associated with repair and maintenance, and problems in
accessibility. Limited knowledge of modern technology also restricted their choice of
better devices. Psychological barriers and stigma in using assistive devices directly
affected their social lives and day-to-day activities as well. People with lower limb
disabilities face multiple barriers in using assistive devices. These barriers need to be
addressed by improving local infrastructure and accessibility facilities, public awareness
and funding, and ensuring continuous supply and maintenance services.
Challenges in maintenance of devices after availing:
❖ Lack of funds
❖ Low incomes
❖ Lack of donors
❖ Attitudes of donors
❖ Lack of quality of devices
❖ Accessibility problems
❖ Inadequacy of knowledge on newer assistive devices
❖ Social stigma in transport

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 ❖ Attitudes of user
Persons with disabilities were afraid of getting injured if they used assistive devices,
especially if they had already had that experience. In addition, most of them were worried
about repair and maintenance costs of their assistive devices in the future. Magnusson
et al (2013) reported pain associated with the use of assistive devices among persons
fitted with lower limb prosthetic and orthotic devices in Malawi, and also described
their difficulties in mobilisation on challenging surfaces. Importantly not only individual
problems but also socio-economic and environmental problems associated with the use
of assistive devices. People living with a disability have to cope with major changes in
their lives and therefore need a lot of support. To make it easier, they should be given
counselling, effective information when being prescribed assistive devices, and should
have a good relationship with the prescriber throughout the entire process. In this context,
their major expectation from the use of assistive devices is the ability to do things
independently.
The barriers faced by among those waiting for assistive technology, there were
participants who had used it previously and been forced to discontinue because their
device had broken. They did not have enough money to buy a new device on their own.
The first-time users faced economic barriers, availability barriers, awareness barriers
and psychological barriers, whereas persons already using assistive technology faced
repair and maintenance barriers, accessibility barriers and psychological barriers in
addition to the barriers encountered by the first-time users. Those who were waiting for
a new assistive device to replace the one used previously faced the barriers encountered
by both the aforementioned groups.
Multiple barriers in using assistive technology by persons with Disabilities. These
need to be addressed by improving local infrastructure and accessibility facilities,
heightening public awareness, ensuring funding and a continuous supply of assistive
devices supported by maintenance services. Those who prescribe these devices should
communicate and convey information properly to the recipients. Persons with physical
disabilities should be helped to gain more knowledge about assistive devices, especially
about the availability of more modern ones. They should be given support to modify
their physical and social environments. Their physical symptoms should be treated to

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improve physical functioning, and their psychological health should be monitored to
improve mental well-being when using assistive devices.

5.6 Agencies/ Strategies to locate human resources for various

services and referrals
Human resources are the people who make up the workforce of an organization,
business sector, or economy. "Human capital" is sometimes used synonymously with
"human resources", although human capital typically refers to a more narrow view (i.e.,
the knowledge the individuals embody and economic growth). Likewise, other terms
sometimes used include "manpower", "talent", "labour", "personnel", or simply "people".
A human-resources department of an organization performs human resource
management, overseeing various aspects of employment, such as compliance with labour
law and employment standards, administration of employee benefits, and some aspects
of recruitment and dismissal.
Ali Yavar Jung National Institute of Speech and Hearing Disabilities (Divyangjan):
Ali Yavar Jung National Institute of Speech and Hearing Disabilities (Divyangjan)
(AYJNISHD) was established on 9th August 1983. The Institute has been established
for manpower development, research, clinical and therapeutic services, outreach and
extension services for the persons with hearing disabilities.
The Institute is responsible for development of manpower by undertaking or
sponsoring the training of trainees and teachers, employment officers, psychologists,
vocational counselors and such other personnel as may be deemed necessary by the
Institute for promoting the education, training or rehabilitation of the hearing
handicapped. The Institute sponsors, coordinates and subsidizes research into all aspects
of the education and rehabilitation of the hearing handicapped. It is also developing
model services for rehabilitation of the hearing handicapped.
Objectives of the Institutes:
❖ Manpower Development: To deal with the various aspects of rehabilitation of
the Hearing Handicapped, various undergraduate and post graduate courses are
being offered. The Institute is rated excellent by the RCI
❖ Research: Research in the areas of identification, intervention, educational

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 approaches, remedial teaching methods, jobs for the hearing handicapped and
technology development have been carried out
❖ Educational Programmes: By studying the existing school for the deaf,
curriculum followed, methods of teaching etc. and supplementing or
strengthening them by way of improving existing educational facilities and
developing new strategies wherever required, newer measures such as open school
for the illiterate/drop out is being conducted as model activity
❖ Service Facilities: Strategies for early identification and rehabilitative procedures,
films and audio visuals on vocational training and job placement, etc. are being
developed
❖ Community Programme: Identification and intervention, home bound training,
correspondence training and also tele-rehabilitation services are being rendered
and evolved with emerging needs.
❖ Material Development: Required for (a) education, like teaching aids, audio-
visuals etc. (b) public awareness and community education, literacy programme
for adult deaf, Parent Counseling and Programme for strengthening voluntary
organisations
❖ Information and Documentation: Documenting and disseminating the latest
information and developments in the science of hearing, speech and related
technology is being done
National Institute for Empowerment of Persons with Multiple Disabilities
(NIEPMD), Chennai:
The Government has set up this new Institute at the total project cost of Rs.61.90
crores comprising of land cost of Rs.39.20 crores (notional), non-recurring cost of
Rs.18.10 crores and a recurring cost of Rs. 4.60 crores. Government of Tamil Nadu has
provided the land for this Institute. Government of India is providing the financial support
for construction of the building of the Institute and other activities. The Institute has
started clinical services and short-term training programmes for caregivers from July
2005.

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Services Provided:
❖ Rehabilitation Medicine
❖ Physical therapy
❖ Occupational therapy
❖ Sensory Integration
❖ Early Intervention Services
❖ Prosthetics & Orthotics
❖ Special education
❖ Psychological Assessments and Interventions
❖ Speech, Hearing & Communication
❖ Vocational training
❖ Vocational Guidance & Counseling
❖ Deafblind
❖ Community based Rehabilitation
❖ Special Clinics (Psychiatric, Neurology & Ophthalmology)
Swami Vivekananda National Institute of Rehabilitation, Training & Research
(SVNIRTAR), Cuttack:
NIRTAR, originally, started as an adjunct Unit of ALIMCO, Kanpur, NIRTAR was
registered in 1984 under the Societies Registration Act, 1860 as a National Institute.
The aims and objectives of the Institute are human resources development,
implementation of service delivery programmes, research and outreach programmes.
It undertakes, sponsors or coordinates training for rehabilitation personnel and
conducts research on bio-medical engineering and surgical or medical subjects for
orthopaedically handicapped. The Institute produces and distributes aids and appliances.
It develops models of service delivery programmes for rehabilitation. NIRTAR also
undertakes vocational training, placement and rehabilitation of the physically
handicapped.

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Services Provided:
Patients with locomotor / orthopaedic disabilities due to various ailments like
poliomyelitis, Cerebral Palsy, Congenital Deformities, Leprosy, Burn contracture,
Paraplegia, Hemiplegia etc. and hearing and speech disabilities are treated and
rehabilitated. Patients/ Persons With Disabilities requiring artificial limbs and other
rehabilitation aids and appliances are provided to prevent the impairment leading to
disability and to make them near normal and to carry on their activities for daily living.
The rehabilitation is provided through the following infrastructure:
❖ 100 bedded hospital
❖ Two well equipped operation theatres for performing corrective and reconstructive
surgeries
❖ Microsurgery
❖ Assessment Clinic consisting of Rehabilitation Specialists & professionals to
evaluate the patients
❖ Radiological and Pathological investigation Units
❖ Cerebral Palsy Clinic
❖ Hand Clinic
❖ Speech Therapy
❖ Physiotherapy Unit
❖ Occupational therapy Unit
❖ Psychological Counselling
❖ Vocational Counselling, Training and Guidance
❖ Major Workshop for fabrication of Orthotic and Prosthetic Aids
❖ Workshop for Hand Splints
❖ Modern and Sophisticated Rehabilitation equipments
National Institutes of Locomotor Disabilities (Divyangjan):
National Institute for Locomotor Disabilities (Divyangjan) is an apex organization
in the area of locomotor disability which came into the service since 1978 as an

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autonomous body under the ministry of Social Justice and Empowerment, Government
of India. It is located in the city Kolkata and expanding its services whole country wide.
Objectives:
❖ To develop Human Resource (manpower) for providing services to the
Orthopaedically Handicapped population, namely training of Physiotherapists,
Occupational Therapists, Orthotists & Prosthetists, Employment & Placement
Officers and Vocational Counsellor etc. To conduct and sponsor research in all
aspects related to the rehabilitation of the Orthopaedically handicapped. To
provide services in the area of rehabilitation, restorative surgery, aids & appliances
and vocational training to the persons with disability. To standardize aids and
appliances and to promote their manufacturing and distribution
❖ To provide consultancy to the State Government and voluntary agencies. To
serve as an apex documentation and information centre in the area of disability
& rehabilitation
Rehabilitation Services:
❖ Disability Evaluation/Assessment
❖ Medical/ Surgical management
❖ Physiotherapy
❖ Occupational Therapy
❖ Prosthetic & Orthotics
❖ Socio-economic Rehabilitation
❖ Clinical Social work
❖ Vocational Counseling and Planning
❖ Special Education
❖ Clinical Social work
❖ Vocational Counseling and Planning
❖ Special Education
❖ Out Reach Services

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 Diagnostics services as Radiology (X-Ray), Urodynamics, Pathology,
Electro-diagnostic tests (EMG, NCV)
Special Clinics
Geriatric clinic
Check Out clinic
❖ Indoor medical and surgical wards
❖ Operation Theatre
National Institute for the Empowerment of Persons with Visual Disabilities
(Divyangjan):
The National Centre for the Blind was upgraded as National Institute for the
Empowerment of Persons with Visual Disabilities (Divyangjan) in July, 1979. It was
registered as an autonomous Institution under the Societies Registration Act, 1860 in
October, 1982. The objective of the Institute is to conduct, sponsor and coordinate all
aspects of education for rehabilitation of persons with visual disabilities and coordinate
research in these areas. The Institutes also assisted in running a Composite Regional
Centre (CRC) for persons with disabilities at Sundernagar in Himachal Pradesh.
This apex level Institute is engaged in education, vocational training, training of
teachers and other personnel, research and development of service modules, production
of Braille books, aids and appliances for the visually handicapped.
Objectives:
❖ To conduct, sponsor, co-ordinate and/or subsidize research in collaboration with
other NGOs and research organizations including Universities into various
dimensions of the education and rehabilitation of the visually impaired
❖ To undertake, sponsor, co-ordinate or subsidise research into biomedical
engineering leading to the effective evaluation of special appliances/instruments
or suitable surgical or medical procedures or the development of new special
appliances/instruments
❖ To undertake or sponsor the training of trainees and various specialized
professionals including Teachers, Employment Officers, Psychologists,
Vocational Counsellors and such other personnel as deemed necessary

154
 ❖ To distribute, promote, or subsidise the manufacture of prototypes and to manage
distribution of any or all devices designed to promote any aspect of the education,
rehabilitation or employment of the Visually Impaired
Services:
❖ Department of Special Education
❖ Department of Vocational Training/Training Centre for the Adult Blind
❖ Department of Psychology: Counselling and Crisis Intervention
❖ Model School for the Visually Handicapped
❖ Braille Development Unit
❖ Design and Development Unit
❖ Rehabilitation and Consultancy Unit
❖ Placement Unit
❖ National Talking Book Library
❖ National Library for the Print Handicapped
❖ Central Braille Press
❖ Workshop for the Manufacturing of Aids and Appliances
❖ Mass Media Unit
National Institute for the Empowerment of Persons with Intellectual Disabilities
(Divyangjan):
National Institute for the Empowerment of Persons with Intellectual Disabilities
(Formerly National Institute for the Mentally Handicapped) established in the year 1984
at Manovikasnagar, Secunderabad (AP) is an Autonomous Body under the administrative
control of Ministry of Social Justice & Empowerment, Government of India and thus
the institute is fast approaching towards its silver jubilee to celebrate its dedicated services
to persons with mental retardation in the national interest. The institute endeavors to
excel in building capacities to empower persons with mental retardation. Since the
quality of life of every person with mental retardation is equal to other citizens in the
country, in that they live independently to the maximum extent possible and through
constant professional endeavors, National Institute for the Empowerment of Persons

155
with Intellectual Disabilities (Formerly National Institute for the Mentally Handicapped)
empowers the persons with mental retardation to access the state of the art rehabilitation
intervention viz., educational, therapeutic, vocational, employment, leisure and social
activities, sports, cultural programmes and full participation.
Objectives:
❖ Human Resources Development
❖ Research and Development
❖ Development of models of care and rehabilitation.
❖ Documentation and dissemination.
❖ Consultancy services to voluntary organizations
❖ Community Based Rehabilitation
❖ Extension and Outreach programmes
National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental
Retardation and Multiple Disabilities, New Delhi:
The main objectives of the National Trust are to enable and empower persons with
disabilities to live as independently and as fully as possible, to extend support to registered
organisations providing need based services, and to evolve procedure for appointment
of legal guardians for persons with disabilities requiring such protection. The Government
of India has provided Rs.100 crores toward the corpus of the Trust. The income generated
from the corpus is utilized to implement its programmes.
The State Nodal Agency Centres (SNACs) provide coordination assistance at the
State level to enable the National Trust to implement its programmes, disseminate
information and train parents and professionals. The SNACs function as Information
Centres, facilitators, project mentors, training centers, LLC activators and networkers.
Pandit Deen Dayal Upadhyaya Institute for Persons with Physical Disabilities
(Divyangjan):
Pt. Deendayal Upadhyaya National Institute for Persons With Physical Disabilites
is an autonomous organization under the administrative and financial control of Ministry
of Social Justice & Empowerment, Government of India. The Institute for the Physically
Handicapped came into being when the erstwhile Jawahar Lal Nehru Institute of Physical
Medicine and Rehabilitation and other allied institution run by the council for the Aid

156
of crippled & handicapped were taken over by the Government of India on 22nd May
1975 and converted into an autonomous body in the year 1976. It was renamed after
Pandit. Deendayal Upadhyaya in the year 2002.
Objectives:
❖ To undertake the training of Physiotherapists, Occupational Therapists and other
such professionals needed for providing services to the disabled persons
❖ To offer education, training, work-adjustment and such other rehabilitation
services as the society may deem fit to orthopedic disabled persons with or without
associated mental retardation
❖ To undertake the manufacturing and distribution of such aids and appliances as
are needed for the education, training and rehabilitation of the disabled persons
❖ To provide such other services as may be considered appropriate for promoting
the education and rehabilitation of the disabled persons, including organizing
meetings, seminars and symposia
❖ To undertake, initiate, sponsor or stimulate research aimed at developing more
effective techniques for the education and rehabilitation of the disabled persons
❖ To co-operate with national, regional or local agencies in research or such other
activities as may be designed to promote the development of services for the
disabled persons
❖ To undertake or sponsor such publications as may be considered appropriate.
❖ To do such other things as may be necessary or incidental to the realization of
the above objectives
Services:
❖ Assessment Clinic
❖ Occupational Therapy
❖ Physical Therapy
❖ Speech Therapy
❖ Workshop
❖ Social and Vocational
❖ Psychological Counselling

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Outreach Services:
The workshop division is extending sophisticated Prosthetic, Orthotic &
Rehabilitation aids and appliances to Persons with Disabilities through District Disability
Rehabilitation Centre (DDRCs). The outreach comprehensive rehabilitation camp are
organised in collaboration with other National Institutes, DDRCs, reputed Non-
Governmental organisations. The support of District Administration is also taken. The
tailor-made appliances are fabricated in the workshop with in the stipulated time frame.
These services are provided at the doorstep of the disabled persons through camp
approach. These activities are performed under the supervision & guidance of qualified
Rehabilitation Professionals.
Composite Regional Centers for Persons with Disabilities (CRCs):
To overcome the lack of adequate facilities for rehabilitation of Persons with
Disabilities, the Ministry of Social Justice & Empowerment has set up seven Composite
Regional Centres for Persons with Disabilities at Srinagar (J&K), Sundernagar (Himachal
Pradesh), Lucknow (U.P.), Bhopal (M.P.), Guwahati (Assam), Patna (Bihar), Ahmedabad
(Gujarat) and Kozhikode (Kerala) to provide both preventive and promotional aspects
of rehabilitation like education, health, employment and vocational training, research
and manpower development, rehabilitation for persons with disabilities etc.

5.7 Let Us Sum Up

It is a major sociological theory in the study of social movements which emerged
in the 1970s. It emphasizes the ability of a movement's members to 1) Acquire resources
and to 2) Mobilize people towards accomplishing the movement's goals.

5.8 Check your progress

1. Explain about various government agencies for aids and appliances.
2. Explain about various non government agencies for aids and appliances.
3. Describe about various government schemes.
4. Elaborate the eligibility criteria for availing funding under government schemes.
5. Briefly explain procedure for availing funding from different agents.

158
 6. Describe in details about challenges encountered with cost involved in
maintenance of devices after availing funding and ways to overcome.
7. Point out in details about various agencies or strategies to locate required human
resources for various services and referrals.

5.9 References
Resource mobilization, Wikipedia, cited from https://en.wikipedia.org/wiki/
Resource_mobilization

Scheme of assistance to disabled persons for purchase/fitting of aids/appliances

(ADIP SCHEME), Govt. of India Ministry of Social Justice and Empowerment, Shastri
Bhavan New Delhi, Cited from http://disabilityaffairs.gov.in/upload/uploadfiles/
files/sipda/adiprevised010414.pdf

West Bengal State Schemes for Persons with Disabilities by Department of Woman and
Child Development and Social welfare, cited from http://www.eyeway.org/?q=west-
bengal-state-schemes-persons-disabilities-department-woman-and-child-development-
and-social

Central sector scheme of 'national fellowship for persons with disabilities', government
of India ministry of social justice & empowerment department of empowerment of
persons with disabilities, cited from http://www.disabilityaffairs.gov.in/upload/
uploadfiles/files/National%20Fellowship%20for%20pwds.pdf

National Fellowship Scheme for PwDs, ministry of social justice & empowerment
department of empowerment of persons with disabilities, cited from http://
www.disabilityaffairs.gov.in/content/page/national-fellowship-scheme-for-pwds.php

National Overseas Scholarship for Students with Disabilities, ministry of social

justice & empowerment, government of India, Department of empowerment of persons
with disabilities, cited from http://www.disabilityaffairs.gov.in/content/page/nos--for-
students-with-disabilities.php

159
Scholarship Scheme from National Fund, ministry of social justice & empowerment,
government of India, Department of empowerment of persons with disabilities, cited
from http://www.disabilityaffairs.gov.in/content/page/scholarship-scheme-from-
national-fund.php

Hosain GMM, Atkinson D, Underwood P (2002). Impact of disability on quality of life

of rural disabled people in Bangladesh. J Health Popul Nutr; 20(4): 297-305. http://
dcidj.org/article/viewFile/410/251

Edwards TC, Patrick DL, Topolski TD (2003). Quality of life of adolescents with
perceived disabilities. J. Pediatr. Psychol; 28(4): 233-241. http://dcidj.org/article/
viewFile/410/251

Bryen DN, DiCasimirro D (1997). Assistive technology: A positive approach for people
with developmental disabilities. The Pennsylvania Journal on Positive Approaches;
1(2). Available from: http://dcidj.org/article/viewFile/410/251

Bailey N (2000). Assistive technology, accommodations, and Americans with Disabilities

Act. USA: Cornell University, Available from : http://dcidj.org/article/viewFile/410/
251

World Health Organisation (2011). World Report on Disability. Geneva: World

Health Organisation. Available from : http://dcidj.org/article/viewFile/410/251

World Health Organisation (2011b). Joint position paper on the provision of mobility
devices in less-resourced settings. Geneva: World Health Organisation. Available from:
http://dcidj.org/article/viewFile/410/251

World Health Organisation (2008). Guidelines on the provision of manual wheel

chairs in less resourced settings. Geneva: World Health Organisation. Available from:
http://dcidj.org/article/viewFile/410/251

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Pearlman J, Cooper RA, Krizack M, Lindsley A, Wu Y, Reisinger KD, Armstrong W,
Casanova H, Chhabra HS, Noon J (2008). Lower limb prostheses and wheelchairs
in low-income countries: An overview. IEEE Engineering in Medicine and Biology
Magazine; 27: 12-22. Available from: http://dcidj.org/article/viewFile/410/251

Bates PS, Spencer JC, Young ME, Rintala DH (1993). Assistive technology and the
newly disabled adult: Adaptation to wheelchair use. Am J OccupTher; 47: 1014-
1021. Available from: http://dcidj.org/article/viewFile/410/251

Bateni H, Maki BE (2005). Assistive devices for balance and mobility: Benefits,
demands, and adverse consequences. Arch Phys Med Rehabil; 86: 134-45. http://
dcidj.org/article/viewFile/410/251

Scherer MJ (1996). Outcomes of assistive technology use on quality of life. Disability

and Rehabilitation; 18(9): 439-448. Available from: http://dcidj.org/article/viewFile/
410/251

Magnusson L, Ahlstrom G, Ramstrand N, Fransson EI (2013). Malawian prosthetic and

orthotic users' mobility and satisfaction with their lower limb assistive device. J
Rehabil Med; 45: 385-391. Available from: http://dcidj.org/article/viewFile/410/251

Baker J, Bass G (2003). Assistive technology and older adults: The journey through
caregiving. ND: University of North Dakota. Available from: http://dcidj.org/article/
viewFile/410/251

Barriers in Using Assistive Devices among a Group of Community-dwelling Persons

with Lower Limb Disabilities in Sri Lanka, Inoka E Weerasinghe, P Fonseka, S D
Dharmaratne, J A M S Jayatilake, Andrea C Gielen. Asia Pacific Disability
&Rehabilitation Journal Available from: http://dcidj.org/article/viewFile/410/251

Repair and Maintenance, Disability information resources, infomation center?japanese

society for rehabilitation of persons with disabilities?jsrpd), Available from: http://

161
www.dinf.ne.jp/doc/english/intl/z15/z15001p1/z1500108.html

Human Resources, Wikipedia, Available from https://en.wikipedia.org/wiki/

Human_resources

Ali Yavar Jung National Institute of Speech and Hearing Disabilities (Divyangjan),
Available from http://ayjnihh.nic.in/aboutus.asp

National Institute for Empowerment of Persons with Multiple Disabilities (NIEPMD),

Available from: http://niepmd.tn.nic.in/services.php

Swami Vivekananda National Institute of Rehabilitation, Training & Research

(SVNIRTAR), Available from http://www.svnirtar.nic.in/?q=node/11

National Institutes of Locomotor Disabilities (Divyangjan), Available from http://

www.niohkol.nic.in/aboutus.html

National Institutes of Locomotor Disabilities (Divyangjan), Available from http://

www.niohkol.nic.in/clinical_services.html

National Institute for the Empowerment of Persons with Visual Disabilities (Divyangjan),
Available from http://nivh.gov.in/index.php/about-us

National Institute for the Empowerment of Persons with Intellectual Disabilities

(Divyangjan), Available from http://www.nimhindia.gov.in/abtmain.php

Pandit Deen Dayal Upadhyaya Institute for Persons with Physical Disabilities
(Divyangjan), Available from http://www.iphnewdelhi.in/Home.aspx

Pandit Deen Dayal Upadhyaya Institute for Persons with Physical Disabilities
(Divyangjan), Available from http://www.iphnewdelhi.in/UserView
UserView.aspx?TypeID=1127

Pandit Deen Dayal Upadhyaya Institute for Persons with Physical Disabilities

162
(Divyangjan), Available from h t t p : / / w w w. i p h n e w d e l h i . i n / U s e r Vi e w /
UserView.aspx?TypeID=1141

Pandit Deen Dayal Upadhyaya Institute for Persons with Physical Disabilities
(Divyangjan), Available from h t t p : / / w w w . i p h n e w d e l h i . i n / U s e r V i e w /
UserView.aspx?TypeID=1144

Department of Empowerment of Persons with Disabilities (Divyngjan), Ministry of

Social Justice and Empowerment, Government of India, Available from http://
disabilityaffairs.gov.in/content/important_links.php

Resource mobilization, Available from https://www.google.co.in webhp?hl=en&sa=

X&ved=0ahUKEwiJrtvOzrrTAhVFuY8KH RgDBBgQPAgD#hl= en&q= Resource+
mobilization

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Notes

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