Human cognition in the design of assistive technology for those with learning disabilities

What is it about?

The relationship between human cognition and assistive technology and its design for individuals with learning disabilities (LDs) are discussed in this chapter. The human information processing system is introduced, along with the modal model of memory—a basic framework offering the most popular explanations behind the active processes used in the construction of new knowledge. The three memory stores comprising the modal model are discussed, which are responsible for the acquisition, storage, and retrieval of information. Altogether, this chapter consolidates decades of research in separating conjecture from empirically-based study, discussing ways in which to increase learning.

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Why is it important?

While wheelchairs and prosthetics commonly come to mind as assistive technology (AT) in the context of helping those with physical disabilities, AT also has a significant impact on the lives of those with LDs. As AT can remove obstacles and offer individuals greater independence which they might not otherwise be able to experience. Likewise, the opposite is also true. If created without a clear understanding of the needs of these individuals, AT can become a hindrance. Individuals with LDs are believed to have difficulty with attention, memory, and problem-solving, all of which are vital factors in learning. Thus, utmost care must be taken by designers involved in the creation of AT. Designers must not only have a deep understanding of technology, but an even greater understanding of the challenges facing the individuals for whom they are designing.

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