Assistive Technology in relation to Performance of Students with Intellectual Disability

The present study attempts to find the relationship between assistive technology and cognitive, psychomotor and social performance of students with Intellectual Disability. Assistive Technology Scale, Cognitive Performance Scale, Psychomotor Performance scale and social performance scale developed by the researcher were used to collect data. 200 Samples were drawn from special educators working at an intellectual disability school in Bangalore District. The statistical analysis was done by computing Pearson’s Product Moment Coefficient of Correlation. The study showed a significant relationship between assistive technology and cognitive, psychomotor and social performance of students with intellectual disability.


Introduction
We live in a world of diversities and individual differences. However, the distribution of such individual differences among our population follows a well-known pattern known as a normal distribution in all the personality dimensions. Accordingly, most children are found to possess average abilities, capabilities, and potentialities with We see a few children occupy the end on the positive side. Others occupy the end on the negative side of this scale. Based on their developmental characteristics, the former is labelled as gifted or genius, and the latter are intellectually disabled. Previously, such children were referred to as mentally retarded, mentally handicapped, mentally challenged, etc. Whatever name we give them denotes a group of children with below-average mental functioning, which affects their behaviour and future development and causes severe problems for those responsible for their care. [1][2][3][4].

Intellectual Disability
According to the American Association on Intellectual and Developmental Disabilities, intellectual disability is defined as a type of disability marked by considerable limitations in intellectual performance and adaptive behaviour that affects much of their daily life and social skills.

Social Performance
The dimensions of social performance in the study are: 1. Communication & Social Activities 2. Community living 5.4. Assistive Technology 6. Hypotheses of the Study The null hypotheses formulated for testing were: 1. There is no significant relationship between assistive technology and the cognitive performance of students with intellectual disability. 2. There is no significant relationship between assistive technology and the psychomotor performance of students with intellectual disability. 3. There is no significant relationship between assistive technology and the social performance of students with intellectual disability.

Sampling Procedure
The sample for the study consisted of 200 teachers teaching in a special education school meant for intellectual disability in Bangalore city. The sample selected through the purposive sampling technique.

Tools for the Study
The four scales were used in the study. therefore, the null hypothesis is rejected, and the alternate hypothesis has been formulated that "there is a significant positive relationship between assistive technology and cognitive performance (Viz., memory, attention, generalization and total) of students with intellectual disability. Further, the table also revealed that the obtained 'r' 0.126 and 0.009 are lesser than the table value of 0.138 at the 0.05 level of significance. Therefore, the null hypothesis is accepted that there is no significant relationship between assistive technology and cognitive performance (Viz., learning rate and motivation) of students with intellectual disability.

Null Hypothesis 2:
There is no significant relationship between assistive technology and psychomotor performance (Viz., daily living, personal care and safety and employability) of students with intellectual disability. The table shows the Number, Degree of Freedom, "r" value and Level of Significance of Assistive Technology and Psychomotor Performance and its Components. Assistive Technologies for Cognitive Disabilities directly impact daily functioning for people with significant, long-term deficits in attention, learning and memory, and planning. These difficulties affect daily activities and relationships, resulting in decreased social and vocational activities and a loss of personal independence. As a result, people with intellectual disabilities require assistive technology to maintain and improve their ability to function and freedom, promoting well-being. In addition, Assistive technology improves people with cognitive disabilities' ability to participate in and integrate into a diverse society.