Multimedia is the coupling of data varieties and file types to present instructional material that includes the use of text, audio, video, graphics, and animations. There are four main types of multimedia; static text, video-based, image-based and animated (Chen and Sun, 2012). A multimedia instructional tool is a computer program or application that is generated by applying instructional design techniques to present material for student learning through the use of interactive media. The integration of technology in learning has built student’s knowledge and skills and improved learning outcomes. The use of technology by special needs students have broken the barriers of learning and enabled these learners to reach their full potential. Three technology-based instructional tools that are essential for learners with special needs include; Braille, text-to-speech and sip and puff.
Braille technology helps the visually impaired learners to write, type, print, read and access email. There is a couple of software such as Duxbury DBT that translates ink print to braille and braille to ink print for more than 100 languages and hardware such as Braille keyboards and e-books that assist in interactive learning. Text- to- speech technology is essential for learners with a learning disability such as dyslexia. Dyslexia is a condition in which a persistent problem arises with acquiring and applying reading and spelling at the word level. (Diraa et.al, 2009).This technology aids learning by reading words loudly on the computer, making the user concentrate on the meaning of words being read instead of overworking their intellect, trying to sound out the words. However, students do not develop reading skills with this technology. Sip (inhaling) and puff (exhaling) technology interpret the learners' breath through special tubes to produce certain actions on a computer or a wheelchair. It is essential for learners with limited mobility.
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The choice of these technologies is based on the different groups of people with special needs such as the blind, less mobile, and partially deaf. The assistive technology-based learning materials help to break the barriers of learning in students with special needs and give them an equal opportunity like the rest of the learners that are sighted. Additionally, they help to teach professionals to lecture using both software and hardware applications and also enables students to do their assignments and register for courses online. Incorporating these instructional materials gives students with special needs increased learning experience and allows them to reach their full potential just like other students with no disabilities.
References
Chen, C. M., & Sun, Y. C., (2012). Assessing the effects of different multimedia material on emotions and learning performance for visual and verbal style learners. Computers & Education, 59, 1273-1285
Diraä, N., Engelen, J., Ghesquière, P., & Neyens, K. (2009, November). The use of ICT to support students with dyslexia. In Symposium of the Austrian HCI and Usability Engineering Group (pp. 457-462). Springer, Berlin, Heidelberg.
