English

Student 1 Good Student Professor English 1 February 22, 2017

Argument Essay

A Technological Approach

“Few individuals in the world are untouched by some form of technology; they wear it

on their wrists, carry it in their pockets or purses, go to sleep and wake up to it, and may even

depend on it to keep their heart beating at the right pace” (Odom et al. 3805). There is nothing

that technology cannot do. So why not use this technology to create more opportunities for

people with disabilities? The topic of disabilities has been around for hundreds of years ranging

further back than the Middle Ages where people with disabilities were pushed away from

society and thought to have demons inside of them and that the only option was to kill them

(Mackelprang 5). Since then, studies have continued to develop new ideas, the biggest

progression being in 1990 with the passing of the Americans with Disabilities Act (an anti-

discrimination law based on disability). This opened windows for people with disabilities to get

the help they need, doctors to develop new treatment plans, and researchers to develop new

technology. The biggest obstacle regarding the use of technology is the cost, however the overall

outcomes from it grossly outweighs the initial price for the devices. Also, an important thought

to keep in mind is that not every child or adult is capable of properly handling devices

(Darewych 100). It is clear that recent developments in technology have drastically increased the

health and wellness of people with cognitive disabilities through empowerment, stimulation, and

community access.

Student 2

There are several different ways to interpret certain subject matters. For the purpose of

the current argument, the following terms will be defined: cognitive- “the action or process of

knowing” (OED), disability- “a physical or mental condition that limits a person’s

movements, senses, or activities” (OED), independence - “the fact of not depending on

another…[or] individual liberty of thought or action” (OED), empowerment- “To give (a

person) the means, ability, or strength to do something” (OED), stimulation- “Excitation to

increased activity, quickening of some vital function or process” (OED), and access-“to gain

admission to” (OED). Where social circumstances often skew the meanings of words, the

definitions found in the Oxford English Dictionary work well with the topic of technology.

Technology is a way for people with disabilities to feel empowered and in control. Art

therapy is one way that people with cognitive disabilities can exercise their brain and work on

their motor skills to give them a sense of feeling empowered. Darewiych’s recent study was done

to show the use of tablets as art tools being used instead of physical art supplies. While being

able to feel the stroke of a paint brush is beneficial for most people as a form therapy, a disability

such as autism can make a child or adult more prone to triggers such as messy paint or the odors

in the paint. This is where the tablet came in to play. The participant had the ability to create their

own masterpieces with a swipe of a finger with no mess involved.

The results of the study showed a strong sense of empowerment and vision by allowing

personal choices and freedom to express their feelings and thoughts however they pleased.

However, like all technology, there is room for error. The possibility of losing a piece is likely

with the wrong push of a button. This happened during the study where “two participants

inadvertently erased their drawings when their palms touched the screen” (Darewych 101). This

minor mishap can lead to frustration, much like losing a paper that had hours of work put

Student 3 into it or a work presentation that was to be given the next day.

On the other hand, the article written by Odom and his peers address the framework

using technology when cognitively disability, specifically ASD (autism spectrum disorder)

and how their findings are the best way for a person with a cognitive disability to feel

empowered. They conclude that there are three key factors in improving behavioral,

communicative, and vocational skills of people adolescents with ASD: activity, human, and

technology (Odom et al. 3807). Activity: daily activities, work and recreation, human:

families, the adolescent with ASD, and their doctor, and technology: equipment, application,

and networking (3807). In other words, including positive experiences from these frameworks

will have the biggest effect specifically on ASD adolescents and adults while also having an

impact on other types of disabilities. Meeting daily goals is a huge way to lead a healthy

lifestyle and technology plays a vital role in that. There are speech generating programs and

stimulating games in the palm of their hands to help them achieve those goals.

Stimulating the brain is also vital to promoting the health and wellness of people with disabilities. Technology in gaming has proved to be a reliable source of therapy for cognitive

disabilities and is a way to promote active stimulation. Since the days of Pong, video games

have played an important role in developing brains. They have provided a fun way for children

and young adults to learn, absorb skills, and challenge themselves and others. An issue with

cognitive disabilities tends to be with basic motor skills, according to Durkin et al., and a

“video game play can enhance spatial skills, promote communication, offer an instructional

and tutorial role, provide feedback and control over the environment, self-confidence and self-

esteem, compensate for learning difficulties or sensory impairments, and facilitate self-help

and social skills through collaborative working” (82). There is continuing research on games

Student 4 that are being made to specifically target people with a cognitive or developmental

disability and having these in the future can help even more people at an even earlier age.

Even though using technology to help those with disabilities seems obvious, one

concern to using video games a form of therapy for people with and without disabilities is the

ability for some games to have a negative influence. A child could play a violent video game

and then reflect the actions of the computerized characters in situations that it is not

acceptable. In her research, Hamlen conducted surveys on children ranging from grade school

through high school in regards to exposure to video games. Not every child thinks the same

way, however many share common interests such as video games. Findings suggested that

playing games is a big form of motivation. In her findings, Hamlen stated: “[W]hen asked

directly about their reasons for playing the games they play most often, children ages nine

through eleven primarily cite psychological, cognitive, and visceral motivations for playing

video games” (110). The motivation to challenge themselves with a tough level on their

favorite games is stimulating the brain by overcoming obstacles and finding new and different

tasks to conquer. Using technology to its fullest extent can help people with cognitive

disabilities find their way through life no matter the obstacle.

Barriers have always been around for people with disabilities, one of the biggest being

community access. For years, people with disabilities were institutionalized when it was

unnecessary. This practice occurred well in to the late 1900s and when it ended, there was more

segregation in society. The idea of universal access is really important to have in mind because it

takes in to account access for everyone in society, not one group above another. An example of

universal access is curb cuts on street corners. Not everyone thinks about the reason they were

implemented; but the idea was to provide an easier way for people with a

Student 5 wheel chair or that are blind to navigate streets in their community. While it improves the

lives for people with disabilities, it also improves the life of a mother with a stroller or a

distracted person on their cell phone, thus creating equal access for all. This same idea holds

true for public restroom access and public transportation systems.

A common system that helps everyone in a community is its transportation systems.

Stock et al. state that technology has allowed for people that cannot obtain their driver’s

license to learn how to use public transpiration through “a lifelike public bus riding scenario

in a simulated environment to teach bus transportation skills” (263). Classes are taught to

teach people with intellectual and cognitive disabilities how to navigate around their

community. Having this skill promotes independence and is also comforting to family

members. Another helpful tool is GPS navigation. It gives step by step instructions out loud

of how to get to a destination while also listing the words and showing a picture on the screen

of a phone. It is simple enough that anyone can use it and it allows people with disabilities to

have a safety net on directions. It can be very stressful not knowing which direction to go,

however new technology has put minds at ease.

Being a part of a community means lifting each other up and finding ways for everyone to

have equal and fair opportunities. A system that struggles in a lot of communities is education for

people with intellectual disabilities. Technology has allowed for more learning to be done outside

the classroom as extra practice for people with intellectual disabilities. Dagys, Popat, and Aldersey

discuss the topic of eLearning to in community- based rehabilitation (CBR) and how it has

become a big component of inclusion in communities (849). It increases capabilities for people

with disabilities to lead a more independent life in their community and enables them for more

opportunities such as jobs or higher education.

Student 6

In conclusion, technology has had a significant impact on the development of people

with cognitive disabilities in more ways than will ever be understood. It has become a daily

part of everybody’s life and has had a significant impact on learning and integration in

communities. Without technology, people with disabilities may still have been

institutionalized, and would certainly not have opportunities to learn the basic motor skills that

are taught now. Even though the use of technology has greatly increased the health and

wellness of people with cognitive disabilities through empowerment, stimulation, and access,

there is still much more research that needs to be completed. While connecting with technology

seems progress in this day and age, there will come a time when the following statement will

seem antiquated because technology people wear may no longer be visible: “Few individuals in

the world are untouched by some form of technology; they wear it on their wrists, carry it in

their pockets or purses, go to sleep and wake up to it, and may even depend on it to keep their

heart beating at the right pace” (Odom et al. 3805).

Student 7

Work Cited

"access, n." OED Online. Oxford University Press, March 2017. Web. 16 May 2017.

"cognitive, adj." OED Online. Oxford University Press, March 2017. Web. 16 May 2017.

Dagys, Karly Michelle, Amaal Popat, and Heather Michelle Aldersey. "The Applicability of

eLearning in Community-Based Rehabilitation." Societies 5.4 (2015): 831-54.

ProQuest. Web. 9 Mar.

2017. Darewych, Olena Helen, Natalie Rae Carlton, and Kavin Wayne Farrugie. “Digital

Technology Use In Art Therapy With Adults With Developmental Disabilities.”

Journal On Developmental Disabilities 21.2 (2015): 95-102. Academic Search

Complete. Web. 8 Feb. 2017. "disability, n." OED Online. Oxford University Press, March 2017. Web. 16 May 2017.

Durkin, Kevin, et al. "Video Games for Children and Adolescents with Special Educational

Needs." Zeitschrift Für Psychologie, vol. 221, no. 2, 2013, pp. 79-89.

EBSCOhost, doi:10.1027/2151- 2604/a000138. "empowerment, n." OED Online. Oxford University Press, March 2017. Web. 16 May

2017. Gentry, Tony, et al. "Emerging New Practices in Technology to Support

Independent Community Access for People with Intellectual and Cognitive

Disabilities." Neurorehabilitation, vol. 28, no. 3, Mar. 2011, pp. 261-269.

EBSCOhost, doi:10.3233/NRE20110654. Gillespie, Alex, Catherine Best, and Brian O'Neill. "Cognitive Function and Assistive

Technology for Cognition: A Systematic Review." Journal of the International

Student 8

Neuropsychological Society : JINS 18.1 (2012): 1-19. ProQuest. Web. 28 Feb.

2017. Hamlen, Karla R. "Understanding Children’s Choices and Cognition in Video Game Play: A

Synthesis of Three Studies." Zeitschrift Für Psychologie, vol. 221, no. 2, 2013, pp.

107-114. EBSCOhost, doi:10.1027/2151-2604/a000136. "independence, n." OED Online. Oxford University Press, March 2017. Web. 16 May 2017.

Mackelprang, Romel W., and Richard O. Salsgiver. Disability: A Diversity Model Approach

in Human Service Practice. 3rd ed. Chicago: Lyceum Inc., 2015. Print. "stimulation, n." OED Online. Oxford University Press, March 2017. Web. 16 May 2017.

Student 9 Odom, Samuel, et al. "Technology-Aided Interventions and Instruction for Adolescents with

Autism Spectrum Disorder." Journal of Autism & Developmental Disorders, vol. 45,

no. 12, Dec. 2015, pp. 3805-3819. EBSCOhost, doi:10.1007/s10803-014-2320-6.