Editing Assistive technology (section)

===For children===
Children with severe disabilities can develop [[learned helplessness]], which makes them lose interest in their environment. Robotic arms are used to provide an alternative method to engage in joint play activities.<ref>Cook, A., K. Howery, J. Gu, and M. Meng. 2000. "Robot enhanced interaction and learning for children with profound physical disabilities." Technology & Disability 13, no. 1: 1. Academic Search Complete, EBSCOhost (accessed 9 April 2013)</ref> These robotic arms allow children to manipulate real objects in the context of play activities.

Children with disabilities have challenges in accessing play and social interactions.<ref>{{Cite journal |last1=Fallon |first1=Joanne |last2=MacCobb |first2=Siobhan |date=August 2013 |title=Free play time of children with learning disabilities in a noninclusive preschool setting: an analysis of play and nonplay behaviours |url=https://onlinelibrary.wiley.com/doi/abs/10.1111/bld.12052 |journal=British Journal of Learning Disabilities|volume=41 |issue=3 |pages=212–219 |doi=10.1111/bld.12052 |url-access=subscription }}</ref>  Play is essential for the physical, emotional, and social well-being of all children.<ref>{{Cite web |last=Ginsberg M.D. |first=Kenneth R. |date=January 2007 |title=The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds |url=https://publications.aap.org/pediatrics/article/119/1/182/70699/The-Importance-of-Play-in-Promoting-Healthy-Child?autologincheck=redirected?nfToken=00000000-0000-0000-0000-000000000000 |website=American Academy of Pediatrics}}</ref> The use of assistive technology has been recommended to facilitate the communication, mobility, and independence of children with disabilities.<ref name=":2">{{Cite journal |last1=Lohmann |first1=Marla |last2=Hovey |first2=Katrina |last3=Gauvreau |first3=Ariane |last4=Higgins |first4=Joanna |date=September 2019 |title=Using Assistive Technology Tools to Support Learning in the Inclusive Preschool Classroom |url=https://files.eric.ed.gov/fulltext/EJ1231819.pdf |journal=Journal of Special Education Apprenticeship  |volume=8 |issue=2 |pages=1–11 |via=Education Resources Information Center}}</ref> [[Augmentative and Alternative Communication (journal)|Augmentative Alternative Communication (AAC) devices]] have been shown to facilitate the growth and development of language as well as increase rates of symbolic play in children with cognitive disabilities.<ref>{{Cite journal |last1=Barker |first1=Michael |last2=Akaba |first2=Sanea |last3=Brady |first3=Nancy |last4=Theimann-Bourque |first4=Kathy |date=Nov 2013 |title=Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities |journal=Augmentative and Alternative Communication|volume=29 |issue=4 |pages=334–346 |doi=10.3109/07434618.2013.848933 |pmid=24229337 |pmc=4017351 }}</ref><ref>{{Cite journal |last1=Taylor |first1=Rebecca |last2=Lacono |first2=Teresa |date=July 2009 |title=AAC and scripting activities to facilitate communication and play |journal=Advances in Speech Language Pathology |volume=5 |issue=2 |pages=79–93 |doi=10.1080/14417040510001669111 |url=https://www.tandfonline.com/doi/abs/10.1080/14417040510001669111 |url-access=subscription }}</ref> AAC devices can be no-tech (sign language and body language), low-tech (picture boards, paper and pencils), or high-tech (tablets and speech generating devices).<ref name=":2" /> The choice of AAC device is very important and should be determined on a case-by-case basis by speech therapists and assistive technology professionals. The early introduction of powered mobility has been shown to positively impact the play and psychosocial skills of children who are unable to move independently.<ref>{{Cite journal |last1=Guerette |first1=Paula |last2=Furumasu |first2=Jan |last3=Tefft |first3=Donita |date=Jan 2013 |title=The Positive Effects of Early Powered Mobility on Children's Psychosocial and Play Skills |journal=Assistive Technology |volume=25 |issue=1 |pages=39–48 |doi=10.1080/10400435.2012.685824 |pmid=23527430 |url=https://www.tandfonline.com/doi/abs/10.1080/10400435.2012.685824 |url-access=subscription }}</ref> Powered cars, such as the Go Baby Go program, have emerged as a cost-effective means of facilitating the inclusion of children with mobility impairments in school.<ref>{{Cite web |last1=Huang |first1=H |last2=Rodby-Bousquet |first2=E |last3=Paleg |first3=G |date=May 2015 |title=Go baby go! Solutions for maximizing augmented mobility for children |url=https://www.physiotherapyjournal.com/article/S0031-9406(15)00055-3/fulltext}}</ref>