TECHNOLOGY TRANSFER: ASSISTIVE TECHNOLOGIES FOR THE LEARNING OF STUDENTS WITH INTELLECTUAL AND PHYSICAL DISABILITIES

The paper presents the outcome of a research project entitled "Technology Transfer for People with Disabilities." The project aimed to identify transferable Assistive Technology (AT) and medical design in the architectural and pedagogical fields. The paper investigates the historical and technological development of AT and medical design used in pedagogy for students with physical and intellectual disabilities. AT in education is paramount in facilitating the inclusion of students with disabilities, as it empowers them to engage actively and independently within the educational setting. These technologies play an instrumental role in realizing an inclusive educational environment. Through their utilization, students with disabilities can engage in group and individual tasks with autonomy, obviating the necessity for the support teacher's assistance. Furthermore, the utilization of assistive technologies facilitates independent socialization between pupils with disabilities and their classmates. This fosters a sense of equality and inclusion among students. Assistive technologies are any device, software, or item that facilitates communication, participation, and learning, and promotes the independence and inclusion of students with disabilities. It is for this reason that the CRPD (Convention on the Rights of Persons with Disabilities) considers access to AT to be a fundamental human right. Despite the importance of AT in the daily lives of frail people, it is predicted that by 2050, 2 billion people will use them. However, they are currently the preserve of only the most affluent. It is possible to argue that the dissemination of assistive technologies in schools offers a chance to reach a larger audience and achieve inclusive education objectives. For instance, an inclusive school can be equipped with refreshable Braille displays and screen readers for visually impaired students. Furthermore, the crucial role these technologies play in the daily lives of pupils with disabilities underscores the need for continuous research, development, and implementation of existing technologies. The origin and invention of these technologies occur in three ways: (1) niche products invented specifically to support a specific disability; (2) technologies migrated from fields other than disability; and (3) mainstream products capable of supporting a specific function. A striking example is the migration of AT invented and patented in the aerospace field and subsequently migrated to the educational field. NASA spin-offs have played a key role in this field; examples include sensors, visors, and control systems. In other cases, assistive technologies, such as glasses or headsets, became a common and socially recognized product. From the evolutionary analysis of assistive technologies conducted during the research project, common criteria used by inventors during the invention and development phase of the technology were derived. These parameters can be used and applied in the future by researchers to innovate and migrate new technologies in the pedagogical field, thus implementing school inclusivity.