Assistive Tool

 As a future teacher in Bhutan, I recognize the importance of creating inclusive classrooms where all learners regardless of their physical, sensory, or cognitive abilities can access quality education. One of the most effective ways to achieve this is through the use of assistive technology (AT). Although I have not yet observed a real inclusive classroom, my understanding of inclusive practices and educational policies has helped me reflect on how assistive tools can be used meaningfully. In this reflection, I will focus on two assistive tools that are commonly applicable and increasingly used in Bhutan: audio books and talking calculators. I will also discuss how I plan to integrate them into my future teaching practices.

Audio books are digital or recorded versions of printed texts that students can listen to instead of reading. This tool is highly suitable for learners with reading disabilities, such as dyslexia, or students with visual impairments. In a real inclusive classroom, I would use audio books to support students who struggle with decoding written words or who cannot visually access print. For example, during English or Dzongkha lessons, I would provide both printed and audio versions of texts, allowing learners to choose the format that best supports their learning. By incorporating audio books as part of lesson materials, I would ensure that students with special needs can participate in reading discussions, comprehension activities, and assessments alongside their peers.

Similarly, talking calculators are designed to speak numbers and operations aloud, making them appropriate for students with low vision or numeracy difficulties. In a mathematics class, I would use this tool to help students solve arithmetic problems independently. Rather than being left out of number-based tasks, students using talking calculators could verify their answers and actively take part in class activities. This promotes self-confidence, reduces dependence on the teacher, and allows for meaningful participation in group work or assessments.

What makes these tools appropriate is not just their functionality, but their alignment with the learners’ needs and the Bhutanese classroom context. They are relatively affordable, easy to use, and can be implemented in both urban and rural settings with minimal training. More importantly, they support the values of equity and participation, which are central to Bhutan’s education policies and Gross National Happiness philosophy.

As a future teacher, I aim to integrate these tools into my classroom through a Universal Design for Learning (UDL) approach offering flexible options for accessing content, engaging in activities, and demonstrating learning. I will also normalize the use of assistive tools among all students to reduce stigma and build empathy. Most importantly, I will continue to learn and adapt, ensuring that every child is supported to learn meaningfully.

In conclusion, assistive technology is not a special intervention but a basic right for learners who need it. I am committed to using such tools to ensure that my future classroom is inclusive, respectful, and empowering for all students.