Innovative and Handcrafted Low-Tech Assistive Tools: The Experiences of Kindergarten Educators and Their Role in Early Childhood Development
DOI:
https://doi.org/10.59519/mper7204Keywords:
Assistive technology, Early intervention, Children with disabilities, Inclusive educationAbstract
This study aims to explore how kindergarten educators manually develop and use low-tech assistive technology (AT). Low-tech AT refers to simple, inexpensive devices designed to help children who have certain developmental disabilities. The research uses a combined approach of quantitative and qualitative research techniques. Through surveys of educators we collected quantitative data related to hand-designed ATs, while interviews provided qualitative insights into the motivations, challenges and experiences of teachers with these tools, we also analyzed the content of hand-created low-tech ATs through a checklist. The results show that handmade low-tech ATs significantly impact and benefit children's engagement, development and progress, especially in communication and motor skills. Educators also emphasized the importance of applying these tools in the early intervention process, noting improvements in more developmental aspects of children. The discussion highlights the need for additional resources and training to help educators create and implement effective AT devices, as well as the role of creativity in emphasizing the individual needs of students.
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