表紙
市場調查報告書
商品編碼
1030184

全球學習障礙學生輔助技術市場-按產品類型、條件、最終用戶:機會分析和行業預測(2021-2030)

Assistive Technology For Students With Learning Disabilities Market By Product Type, Condition, and End User : Global Opportunity Analysis and Industry Forecast, 2021-2030

出版日期: | 出版商: Allied Market Research | 英文 234 Pages | 商品交期: 2-3個工作天內

價格
  • 全貌
  • 簡介
  • 目錄
簡介

2020 年全球學習障礙學生輔助技術市場規模達到 1.5467 億美元。

預計到 2030 年將達到 2.9813 億美元,並預計在 2021 年至 2030 年間以 6.9% 的複合年增長率增長。

在 COVID-19 的爆發迫使醫院、診所和初級保健醫生改變支持有學習障礙的學生的方式的情況下,學習障礙患者需要 Webiners。這是一種適當且有效的方式來提供服務種類繁多,有望在不久的將來成為市場增長的推動力。然而,製作電子學習內容的高成本阻礙了市場的增長。

此外,政府的各種努力將提高人們對學習障礙的認識,並將極大地促進市場的增長。在線信息分發門戶、實時培訓課程和移動應用程序有望為有學習障礙的學生的輔助技術市場帶來重大變化。

本報告探討了面向有學習障礙的學生的全球輔助技術市場,並提供了全面的信息,包括市場概況、市場動態、市場分析和公司概況。

目錄

第 1 章介紹

第 2 章執行摘要

第 3 章市場概覽

  • 市場定義和範圍
  • 主要調查結果
    • 主要投資領域
  • 波特五力分析
    • 大公司定位
  • 市場動態
    • 驅動因素、限制和機會
    • 促進因素
      • 閱讀障礙患病率增加
      • 政府倡議加強對學習障礙的關注
    • 抑制因素
      • 對學習障礙的認識有限
    • 市場機會
      • 通過在線信息門戶和移動應用為大公司創造收入來源
  • COVID-19 對學習障礙學生輔助技術市場的影響
    • 概述
    • 影響分析
    • 按國家/地區劃分的特殊學校數量

第 4 章針對有學習障礙的學生的輔助技術市場:按產品類型

  • 概述
    • 市場規模和預測
  • 硬件
    • 主要市場趨勢和機遇
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區
    • 硬件:按類型
      • 市場規模和預測
      • 語音類電子設備市場規模及預測
      • 交換機市場規模及預測
      • 便攜式文字處理器市場規模及預測
      • 其他市場規模和預測
  • 軟件
    • 主要市場趨勢和機遇
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區
    • 軟件:按類型
      • 市場規模和預測
      • 拼寫/語法檢查器市場規模和預測
      • 教育遊戲市場規模及預測
      • 電子記事本市場規模及預測
      • 自由格式數據庫軟件市場規模和預測
      • 其他市場規模和預測

第 5 章針對有學習障礙的學生的輔助技術市場:按條件

  • 概述
    • 市場規模和預測
  • 信息處理障礙
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區
  • 信息處理障礙型自閉症
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區
  • 閱讀障礙
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區
  • 計算障礙
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區
  • 書寫困難
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區
  • 其他條件
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區

第 6 章針對有學習障礙的學生的輔助技術市場:最終用戶

  • 概述
    • 市場規模和預測
  • 職業學校
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區
  • 大學
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區
  • 其他
    • 市場規模和預測:按地區
    • 市場分析:按國家/地區

第 7 章針對有學習障礙的學生的輔助技術市場:按地區

  • 概述
    • 市場規模和預測
  • 北美
    • 主要機會和預測
    • 市場規模和預測:按國家/地區
    • 市場規模和預測:產品類型
      • 市場規模和預測:按硬件類型
      • 市場規模和預測:按軟件類型
    • 市場規模和預測:按條件
    • 市場規模和預測:按最終用戶
      • 美國
      • 加拿大
      • 墨西哥
  • 歐洲
    • 主要機會和預測
    • 市場規模和預測:按國家/地區
    • 市場規模和預測:產品類型
      • 市場規模和預測:按硬件類型
      • 市場規模和預測:按軟件類型
    • 市場規模和預測:按條件
    • 市場規模和預測:按最終用戶
      • 德國
      • 法國
      • 英國
      • 意大利
      • 西班牙
      • 其他
  • 亞太地區
    • 主要機會和預測
    • 市場規模和預測:按國家/地區
    • 市場規模和預測:產品類型
      • 市場規模和預測:按硬件類型
      • 市場規模和預測:按軟件類型
    • 市場規模和預測:按條件
    • 市場規模和預測:按最終用戶
      • 日本
      • 中國
      • 澳大利亞
      • 印度
      • 其他
  • 拉丁美洲/中東/非洲
    • 主要機會和預測
    • 市場規模和預測:按國家/地區
    • 市場規模和預測:產品類型
      • 市場規模和預測:按硬件類型
      • 市場規模和預測:按軟件類型
    • 市場規模和預測:按條件
    • 市場規模和預測:按最終用戶
      • 巴西
      • 沙特阿拉伯
      • 南非
      • 其他

第 8 章公司簡介

  • ABLENET, INC.
  • ADAPTIVATION, INC.
  • ENABLING DEVICES
  • INCLUSIVE TECHNOLOGY LTD.
  • KURZWEIL EDUCATION INC.
  • REHABTOOL, LLC
  • SCANNING PENS, INC.
  • PLAY OSMO
  • PRETORIAN TECHNOLOGIES LTD.
  • HASOMED GmbH(REHACOM)
  • SKOOG MUSIC LDT.
  • TIMOCCO
  • TOBII DYNAVOX
目錄
Product Code: A12495

The global assistive technology for students with learning disabilities market was valued at $154.67 million in 2020, and is estimated to reach $298.13 million by 2030, growing at a CAGR of 6.9% from 2021 to 2030.

Assistive technology (AT) is any device, software, or equipment that helps people work around challenges so they can learn, communicate, and function better. Similarly, talking electronic devices read text aloud from a computer for someone struggling with learning disorder.

According to the National Center of Education Statistics, in 2019-2020, the number of students aged 3-21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.3 million of all public school students. Among students receiving special education services, the most common category of disability (33%) was specific learning disability.

Tools such as electronic diaries, math software, and online symbol library can help people work around their challenges. This is especially important for kids who struggle with learning-whether in reading, writing, math, or other subjects. AT can help these kids thrive in school and in life, thus boosting their confidence and independence.

The assistive technology for students with learning disabilities market have witnessed strong impact due to the outbreak of COVID-19, forcing hospitals, clinics, and primary care doctors to alter the ways they conduct business. However, the webinars has become an appropriate and effective way to provide necessary services to the learning disability patients, which drives the market growth in near future.

According to research findings of the American Psychiatrist Association (APA), more than 50% of children with learning disorders will never recover from their disabilities. Successful early screening improves the patient's quality of life with learning disabilities. Furthermore, government agencies across the globe are offering sufficient financial resources for the development of new schools and clinics to help children and adults struggling from dyslexia, attention deficit hyperactivity disorder, dyspraxia, and other mental disabilities. In addition, 25% of patients suffering with ADHD exhibit symptoms of dyslexia, wherein the core problem is associated with difficulty in reading, writing, and word recognition.

Furthermore, dyscalculia is observed to a certain level in adolescent kids. Comprehensive evaluation test and critical assessment of underlying language skills results in early diagnosis of dyslexia and interventional therapy. However, high cost of producing e-learning content is impeding the market growth.

Governments have been taking various initiatives to enhance the lives of individuals suffering from learning disabilities. For instance, the Government of Europe is focused on reducing health inequalities for people with learning disabilities and have established various national programs to enhance the treatments and outcomes. Furthermore, Europe's parliament has funded several pilot projects implemented by the Commission to test the feasibility and usefulness of an action. For instance, VulnerABLE (2015-2017) explored ways to improve the health of people living in vulnerable and isolated situations across Europe. Owing to their circumstances, these groups may be at a greater risk of poor health, and may also face barriers in accessing healthcare services. The project focused, in particular, on children and families from disadvantaged backgrounds; those with physical, mental, and learning disabilities; or poor mental health. These government initiatives are expected to aid in creating awareness about learning disabilities, which, in turn, is likely to notably contribute toward the growth of the market.

High prevalence of dyslexia among adolescents and children is creating business opportunities for companies in the assistive technology for students with learning disabilities market. Moreover, companies are investing in healthcare facilities to establish school-based health clinics and training classrooms for parents to provide the needed psychological support to individuals. Online information dissemination portals, live training sessions, and mobile apps are anticipated to bring about a vital change in the assistive technology for students with learning disabilities market.

The assistive technology for students with learning disabilities market is segmented into product type, condition, end user, and region. By product type, the market is categorized into hardware (which is further segmented into talking electronic devices, switches, portable word processors, and others) and software (which is sub-segmented into spelling/grammar checkers, electronic organizers, educational games, freeform database software, and others). Depending on condition, the market is segregated into processing deficits, processing deficits autism, dyslexia, dyscalculia, dysgraphia, and others. On the basis of end user, it is fragmented into a specialized schools, universities, and others. Region wise, the market is analyzed across North America, Europe, Asia-Pacific, and LAMEA.

Some of the major companies that operate in the assistive technology for students with learning disabilities market are Ablenet, Inc., Adaptivation, Inc., Rehabtool, LLC., Kurzweil Education, Enabling Devices, Inclusive Technology, Scanning Pens, Inc., Tobii Dynavox, Praetorian, Rehacom, Timocco, Osmo, and Skoog..

KEY BENEFITS FOR STAKEHOLDERS

  • This report provides an extensive analysis of the current and emerging market trends and dynamics in the global mental health market to identify the prevailing opportunities.
  • This study presents the competitive landscape of the global market to predict the competitive environment across geographies.
  • Comprehensive analysis of factors that drive and restrict the market growth is provided.
  • Region- & country-wise analysis is provided to understand the market trends and dynamics.

KEY MARKET SEGMENTS

By Product Type

  • Hardware
  • Talking Electronic Devices
  • Switches
  • Portable Word Processors
  • Others
  • Software
  • Spelling/Grammar Checkers
  • Educational games
  • Electronic Organizers
  • Freeform Database Software
  • Others

By Condition

  • Processing Deficits
  • Processing Deficits Autism
  • Dyslexia
  • Dyscalculia
  • Dysgraphia
  • Other Conditions

By End Users

  • Specialized Schools
  • Universities
  • Others

By Region

  • North America
  • U.S.
  • Canada
  • Mexico
  • Europe
  • Germany
  • France
  • UK
  • Italy
  • Spain
  • Rest of Europe
  • Asia-Pacific
  • Japan
  • China
  • India
  • Australia
  • Rest of Asia-Pacific
  • LAMEA
  • Brazil
  • South Africa
  • Saudi Arabia
  • Rest of LAMEA

KEY MARKET PLAYERS

  • Ablenet, Inc.
  • Adaptivation, Inc.
  • Rehabtool, LLC.
  • Kurzweil Education
  • Enabling Devices
  • Inclusive Technology
  • Scanning Pens, Inc.
  • Tobii Dynavox
  • Praetorian
  • Rehacom
  • Timocco
  • Osmo
  • Skoog

TABLE OF CONTENTS

CHAPTER 1:INTRODUCTION

  • 1.1.Report description
  • 1.2.Key benefits for stakeholders
  • 1.3.Key market segments
  • 1.4.Research methodology
    • 1.4.1.Secondary research
    • 1.4.2.Primary research
    • 1.4.3.Analyst tools and models

CHAPTER 2:EXECUTIVE SUMMARY

  • 2.1.Key findings of the study
  • 2.2.CXO perspective

CHAPTER 3:MARKET OVERVIEW

  • 3.1.Market definition and scope
  • 3.2.Key findings
    • 3.2.1.Top investment pockets
  • 3.3.Porter's five forces analysis
    • 3.3.1.Top player positioning
  • 3.4.Market dynamics
    • 3.4.1.Drivers, restraints, and opportunity
    • 3.4.2.Drivers
      • 3.4.2.1.Increase in prevalence of dyslexia disease
      • 3.4.2.2.Government initiatives to enhance focus on learning disabilities
    • 3.4.3.Restraint
      • 3.4.3.1.Limited awareness for learning disability
    • 3.4.4.Opportunity
      • 3.4.4.1.Online information portals and mobile apps create revenue sources for key players
  • 3.5.Impact of COVID-19 on assistive technology for students with learning disabilities market
    • 3.5.1.Overview
    • 3.5.2.Impact analysis
    • 3.5.3.Number of special schools per country

CHAPTER 4:ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE

  • 4.1.Overview
    • 4.1.1.Market size and forecast
  • 4.2.Hardware
    • 4.2.1.Key market trends and opportunities
    • 4.2.2.Market size and forecast, by region
    • 4.2.3.Market analysis, by country
    • 4.2.4.Hardware, by type
      • 4.2.4.1.Market size and forecast
      • 4.2.4.2.Talking electronic devices market size and forecast
      • 4.2.4.3.Switches market size and forecast
      • 4.2.4.4.Portable word processors market size and forecast
      • 4.2.4.5.Others market size and forecast
  • 4.3.Software
    • 4.3.1.Key market trends and opportunities
    • 4.3.2.Market size and forecast, by region
    • 4.3.3.Market analysis, by country
    • 4.3.4.Software, by type
      • 4.3.4.1.Market size and forecast
      • 4.3.4.2.Spelling/grammar checkers market size and forecast
      • 4.3.4.3.Educational games market size and forecast
      • 4.3.4.4.Electronic organizers market size and forecast
      • 4.3.4.5.Freeform database software market size and forecast
      • 4.3.4.6.Others market size and forecast

CHAPTER 5:ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION

  • 5.1.Overview
    • 5.1.1.Market size and forecast
  • 5.2.Processing deficits
    • 5.2.1.Market size and forecast, by region
    • 5.2.2.Market analysis, by country
  • 5.3.Processing deficits autism
    • 5.3.1.Market size and forecast, by region
    • 5.3.2.Market analysis, by country
  • 5.4.Dyslexia
    • 5.4.1.Market size and forecast, by region
    • 5.4.2.Market analysis, by country
  • 5.5.Dyscalculia
    • 5.5.1.Market size and forecast, by region
    • 5.5.2.Market analysis, by country
  • 5.6.Dysgraphia
    • 5.6.1.Market size and forecast, by region
    • 5.6.2.Market analysis, by country
  • 5.7.Other conditions
    • 5.7.1.Market size and forecast, by region
    • 5.7.2.Market analysis, by country

CHAPTER 6:ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER

  • 6.1.Overview
    • 6.1.1.Market size and forecast
  • 6.2.Specialized schools
    • 6.2.1.Market size and forecast, by region
    • 6.2.2.Market analysis, by country
  • 6.3.Universities
    • 6.3.1.Market size and forecast, by region
    • 6.3.2.Market analysis, by country
  • 6.4.Others
    • 6.4.1.Market size and forecast, by region
    • 6.4.2.Market analysis, by country

CHAPTER 7:ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY REGION

  • 7.1.Overview
    • 7.1.1.Market size and forecast
  • 7.2.North America
    • 7.2.1.Key opportunities and forecast
    • 7.2.2.Market size and forecast, by country
    • 7.2.3.Market size and forecast, by product type
      • 7.2.3.1.Market size and forecast, by hardware type
      • 7.2.3.2.Market size and forecast, by software type
    • 7.2.4.Market size and forecast, by condition
    • 7.2.5.Market size and forecast, by end user
      • 7.2.5.1.U.S.
      • 7.2.5.1.1.U.S. market size and forecast, by product type
      • 7.2.5.1.2.U.S. market size and forecast, by condition
      • 7.2.5.1.3.U.S. market size and forecast, by end user
      • 7.2.5.2.Canada
      • 7.2.5.2.1.Canada market size and forecast, by product type
      • 7.2.5.2.2.Canada market size and forecast, by condition
      • 7.2.5.2.3.Canada market size and forecast, by end user
      • 7.2.5.3.Mexico
      • 7.2.5.3.1.Mexico market size and forecast, by product type
      • 7.2.5.3.2.Mexico market size and forecast, by condition
      • 7.2.5.3.3.Mexico market size and forecast, by end user
  • 7.3.Europe
    • 7.3.1.Key opportunities and forecast
    • 7.3.2.Market size and forecast, by country
    • 7.3.3.Market size and forecast, by product type
      • 7.3.3.1.Market size and forecast, by hardware type
      • 7.3.3.2.Market size and forecast, by software type
    • 7.3.4.Market size and forecast, by condition
    • 7.3.5.Market size and forecast, by end user
      • 7.3.5.1.Germany
      • 7.3.5.1.1.Germany market size and forecast, by product type
      • 7.3.5.1.2.Germany market size and forecast, by condition
      • 7.3.5.1.3.Germany market size and forecast, by end user
      • 7.3.5.2.France
      • 7.3.5.2.1.France market size and forecast, by product type
      • 7.3.5.2.2.France market size and forecast, by condition
      • 7.3.5.2.3.France market size and forecast, by end user
      • 7.3.5.3.UK
      • 7.3.5.3.1.UK market size and forecast, by product type
      • 7.3.5.3.2.UK market size and forecast, by condition
      • 7.3.5.3.3.UK market size and forecast, by end user
      • 7.3.5.4.Italy
      • 7.3.5.4.1.Italy market size and forecast, by product type
      • 7.3.5.4.2.Italy market size and forecast, by condition
      • 7.3.5.4.3.Italy market size and forecast, by end user
      • 7.3.5.5.Spain
      • 7.3.5.5.1.Spain market size and forecast, by product type
      • 7.3.5.5.2.Spain market size and forecast, by condition
      • 7.3.5.5.3.Spain market size and forecast, by end user
      • 7.3.5.6.Rest of Europe
      • 7.3.5.6.1.Rest of Europe market size and forecast, by product type
      • 7.3.5.6.2.Rest of Europe market size and forecast, by condition
      • 7.3.5.6.3.Rest of Europe market size and forecast, by end user
  • 7.4.Asia-Pacific
    • 7.4.1.Key opportunities and forecast
    • 7.4.2.Market size and forecast, by country
    • 7.4.3.Market size and forecast, by product type
      • 7.4.3.1.Market size and forecast, by hardware type
      • 7.4.3.2.Market size and forecast, by software type
    • 7.4.4.Market size and forecast, by condition
    • 7.4.5.Market size and forecast, by end user
      • 7.4.5.1.Japan
      • 7.4.5.1.1.Japan market size and forecast, by product type
      • 7.4.5.1.2.Japan market size and forecast, by condition
      • 7.4.5.1.3.Japan market size and forecast, by end user
      • 7.4.5.2.China
      • 7.4.5.2.1.China market size and forecast, by product type
      • 7.4.5.2.2.China market size and forecast, by condition
      • 7.4.5.2.3.China market size and forecast, by end user
      • 7.4.5.3.Australia
      • 7.4.5.3.1.Australia market size and forecast, by product type
      • 7.4.5.3.2.Australia market size and forecast, by condition
      • 7.4.5.3.3.Australia market size and forecast, by end user
      • 7.4.5.4.India
      • 7.4.5.4.1.India market size and forecast, by product type
      • 7.4.5.4.2.India market size and forecast, by condition
      • 7.4.5.4.3.India market size and forecast, by end user
      • 7.4.5.5.Rest of Asia-Pacific
      • 7.4.5.5.1.Rest of Asia-Pacific market size and forecast, by product type
      • 7.4.5.5.2.Rest of Asia-Pacific market size and forecast, by condition
      • 7.4.5.5.3.Rest of Asia-Pacific market size and forecast, by end user
  • 7.5.LAMEA
    • 7.5.1.Key opportunities and forecast
    • 7.5.2.Market size and forecast, by country
    • 7.5.3.Market size and forecast, by product type
      • 7.5.3.1.Market size and forecast, by hardware type
      • 7.5.3.2.Market size and forecast, by software type
    • 7.5.4.Market size and forecast, by condition
    • 7.5.5.Market size and forecast, by end user
      • 7.5.5.1.Brazil
      • 7.5.5.1.1.Brazil market size and forecast, by product type
      • 7.5.5.1.2.Brazil market size and forecast, by condition
      • 7.5.5.1.3.Brazil market size and forecast, by end user
      • 7.5.5.2.Saudi Arabia
      • 7.5.5.2.1.Saudi Arabia market size and forecast, by product type
      • 7.5.5.2.2.Saudi Arabia market size and forecast, by condition
      • 7.5.5.2.3.Saudi Arabia market size and forecast, by end user
      • 7.5.5.3.South Africa
      • 7.5.5.3.1.South Africa market size and forecast, by product type
      • 7.5.5.3.2.South Africa market size and forecast, by condition
      • 7.5.5.3.3.South Africa market size and forecast, by end user
      • 7.5.5.4.Rest of LAMEA
      • 7.5.5.4.1.Rest of LAMEA market size and forecast, by product type
      • 7.5.5.4.2.Rest of LAMEA market size and forecast, by condition
      • 7.5.5.4.3.Rest of LAMEA market size and forecast, by end user

CHAPTER 8:COMPANY PROFILES

  • 8.1.ABLENET, INC.
    • 8.1.1.Company overview
    • 8.1.2.Company snapshot
    • 8.1.3.Operating business segments
    • 8.1.4.Product portfolio
  • 8.2.ADAPTIVATION, INC.
    • 8.2.1.Company overview
    • 8.2.2.Company snapshot
    • 8.2.3.Operating business segments
    • 8.2.4.Product portfolio
  • 8.3.ENABLING DEVICES
    • 8.3.1.Company overview
    • 8.3.2.Company snapshot
    • 8.3.3.Operating business segments
    • 8.3.4.Product portfolio
  • 8.4.INCLUSIVE TECHNOLOGY LTD.
    • 8.4.1.Company overview
    • 8.4.2.Company snapshot
    • 8.4.3.Operating business segments
    • 8.4.4.Product portfolio
  • 8.5.KURZWEIL EDUCATION INC.
    • 8.5.1.Company overview
    • 8.5.2.Company snapshot
    • 8.5.3.Operating business segments
    • 8.5.4.Product portfolio
  • 8.6.REHABTOOL, LLC
    • 8.6.1.Company overview
    • 8.6.2.Company snapshot
    • 8.6.3.Operating business segments
    • 8.6.4.Product portfolio
  • 8.7.SCANNING PENS, INC.
    • 8.7.1.Company overview
    • 8.7.2.Company snapshot
    • 8.7.3.Operating business segments
    • 8.7.4.Product portfolio
  • 8.8.PLAY OSMO
    • 8.8.1.Company overview
    • 8.8.2.Company snapshot
    • 8.8.3.Operating business segments
    • 8.8.4.Product portfolio
  • 8.9.PRETORIAN TECHNOLOGIES LTD.
    • 8.9.1.Company overview
    • 8.9.2.Company snapshot
    • 8.9.3.Operating business segments
    • 8.9.4.Product portfolio
  • 8.10.HASOMED GmbH (REHACOM)
    • 8.10.1.Company overview
    • 8.10.2.Company snapshot
    • 8.10.3.Operating business segments
    • 8.10.4.Product portfolio
  • 8.11.SKOOG MUSIC LDT.
    • 8.11.1.Company overview
    • 8.11.2.Company snapshot
    • 8.11.3.Operating business segments
    • 8.11.4.Product portfolio
  • 8.12.TIMOCCO
    • 8.12.1.Company overview
    • 8.12.2.Company snapshot
    • 8.12.3.Operating business segments
    • 8.12.4.Product portfolio
  • 8.13.TOBII DYNAVOX
    • 8.13.1.Company overview
    • 8.13.2.Company snapshot
    • 8.13.3.Operating business segments
    • 8.13.4.Product portfolio
    • 8.13.5.Key strategic moves and developments

LIST OF TABLES

  • TABLE 01.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY PRODUCT TYPE, 2020-2030 ($MILLION)
  • TABLE 02.ASSISTIVE HARDWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY REGION, 2020-2030($MILLION)
  • TABLE 03.ASSISTIVE HARDWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY TYPE, 2020-2030 ($MILLION)
  • TABLE 04.ASSISTIVE SOFTWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE , BY REGION, 2020-2028($MILLION)
  • TABLE 05.ASSISTIVE SOFTWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE , BY TYPE, 2020-2030 ($MILLION)
  • TABLE 06.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY CONDITION, 2020-2030($MILLION)
  • TABLE 07.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH PROCESSING DEFICITS MARKET REVENUE, BY REGION, 2020-2030($MILLION)
  • TABLE 08.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH PROCESSING DEFICIT AUTISM MARKET REVENUE, BY REGION, 2020-2030 ($MILLION)
  • TABLE 09.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DYSLEXIA MARKET REVENUE, BY REGION, 2020-2030 ($MILLION)
  • TABLE 10.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DYSCALCULIA MARKET REVENUE, BY REGION, 2020-2030 ($MILLION)
  • TABLE 11.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DYSGRAPHIA MARKET REVENUE, BY REGION, 2020-2030 ($MILLION)
  • TABLE 12.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH OTHER CONDITIONS MARKET REVENUE, BY REGION, 2020-2030 ($MILLION)
  • TABLE 13.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY END USER, 2020-2030($MILLION)
  • TABLE 14.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE FOR SPECIALIZED SCHOOLS, BY REGION, 2020-2030($MILLION)
  • TABLE 15.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET FOR UNIVERSITIES REVENUE, BY REGION, 2020-2030($MILLION)
  • TABLE 16.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE FOR OTHERS, BY REGION, 2020-2030($MILLION)
  • TABLE 17.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY REGION, 2020-2030($MILLION)
  • TABLE 18.NORTH AMERICA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY COUNTRY, 2020-2030($MILLION)
  • TABLE 19.NORTH AMERICA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 20.NORTH AMERICA ASSISTIVE HARDWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY TYPE, 2020-2030 ($MILLION)
  • TABLE 21.NORTH AMERICA ASSISTIVE SOFTWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY TYPE, 2020-2030 ($MILLION)
  • TABLE 22.NORTH AMERICA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 23.NORTH AMERICA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 24.U.S.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 25.U.S. ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 26.U.S.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 27.CANADA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 28.CANADA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 29.CANADA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 30.MEXICO ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 31.MEXICO ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 32.MEXICO ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 33.EUROPE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY COUNTRY, 2020-2030($MILLION)
  • TABLE 34.EUROPE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 35.EUROPE ASSISTIVE HARDWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY TYPE, 2020-2030 ($MILLION)
  • TABLE 36.EUROPE ASSISTIVE SOFTWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY TYPE, 2020-2030 ($MILLION)
  • TABLE 37.EUROPE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 38.EUROPE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 39.GERMANY ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 40.GERMANY ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 41.GERMANY ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 42.FRANCE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 43.FRANCE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 44.FRANCE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 45.UK ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 46.UK ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 47.UK ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 48.ITALY ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 49.ITALY ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 50.ITALY ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 51.SPAIN ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 52.SPAIN ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 53.SPAIN ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 54.REST OF EUROPE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 55.REST OF EUROPE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 56.REST OF EUROPE ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 57.ASIA-PACIFIC ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY COUNTRY, 2020-2030($MILLION)
  • TABLE 58.ASIA-PACIFIC ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 59.ASIA-PACIFIC ASSISTIVE HARDWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY TYPE, 2020-2030 ($MILLION)
  • TABLE 60.ASIA-PACIFIC ASSISTIVE SOFTWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY TYPE, 2020-2030 ($MILLION)
  • TABLE 61.ASIA-PACIFIC ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 62.ASIA-PACIFIC ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 63.JAPAN ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 64.JAPAN ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 65.JAPAN ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 66.CHINA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 67.CHINA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 68.CHINA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 69.AUSTRALIA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 70.AUSTRALIA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 71.AUSTRALIA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 72.INDIA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 73.INDIA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 74.INDIA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 75.REST OF ASIA-PACIFIC ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 76.REST OF ASIA-PACIFIC ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 77.REST OF ASIA-PACIFIC ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 78.LAMEA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY COUNTRY, 2020-2030($MILLION)
  • TABLE 79.LAMEA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 80.LAMEA ASSISTIVE HARDWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY TYPE, 2020-2030 ($MILLION)
  • TABLE 81.LAMEA ASSISTIVE SOFTWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY TYPE, 2020-2030 ($MILLION)
  • TABLE 82.LAMEA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 83.LAMEA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 84.BRAZIL ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 85.BRAZIL ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 86.BRAZIL ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 87.SAUDI ARABIA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 88.SAUDI ARABIA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 89.SAUDI ARABIA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 90.SOUTH AFRICA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 91.SOUTH AFRICA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 92.SOUTH AFRICA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 93.REST OF LAMEA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY PRODUCT TYPE, 2020-2030($MILLION)
  • TABLE 94.REST OF LAMEA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY CONDITION, 2020-2030($MILLION)
  • TABLE 95.REST OF LAMEA ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET, BY END USER, 2020-2030($MILLION)
  • TABLE 96.ABLENET: COMPANY SNAPSHOT
  • TABLE 97.ABLENET: OPERATING SEGMENTS
  • TABLE 98.ABLENET: PRODUCT PORTFOLIO
  • TABLE 99.ADAPTIVATION: COMPANY SNAPSHOT
  • TABLE 100.ADAPTIVATION: OPERATING SEGMENTS
  • TABLE 101.ADAPTIVATION: PRODUCT PORTFOLIO
  • TABLE 102.ENABLING DEVICES: COMPANY SNAPSHOT
  • TABLE 103.ENABLING DEVICES: OPERATING SEGMENTS
  • TABLE 104.ENABLING DEVICES: PRODUCT PORTFOLIO
  • TABLE 105.INCLUSIVE: COMPANY SNAPSHOT
  • TABLE 106.INCLUSIVE: OPERATING SEGMENTS
  • TABLE 107.INCLUSIVE: PRODUCT PORTFOLIO
  • TABLE 108.KURZWEIL EDUCATION: COMPANY SNAPSHOT
  • TABLE 109.KURZWEIL EDUCATION: OPERATING SEGMENTS
  • TABLE 110.KURZWEIL EDUCATION: PRODUCT PORTFOLIO
  • TABLE 111.REHABTOOL: COMPANY SNAPSHOT
  • TABLE 112.REHABTOOL: OPERATING SEGMENTS
  • TABLE 113.REHABTOOL: PRODUCT PORTFOLIO
  • TABLE 114.SCANNING PENS: COMPANY SNAPSHOT
  • TABLE 115.SCANNING PENS: OPERATING SEGMENTS
  • TABLE 116.SCANNING PENS: PRODUCT PORTFOLIO
  • TABLE 117.OSMO: COMPANY SNAPSHOT
  • TABLE 118.OSMO: OPERATING SEGMENTS
  • TABLE 119.OSMO: PRODUCT PORTFOLIO
  • TABLE 120.PRETORIAN: COMPANY SNAPSHOT
  • TABLE 121.PRETORIAN: OPERATING SEGMENTS
  • TABLE 122.PRETORIAN: PRODUCT PORTFOLIO
  • TABLE 123.HASOMED: COMPANY SNAPSHOT
  • TABLE 124.HASOMED: OPERATING SEGMENTS
  • TABLE 125.HASOMED: PRODUCT PORTFOLIO
  • TABLE 126.SKOOG: COMPANY SNAPSHOT
  • TABLE 127.SKOOG: OPERATING SEGMENTS
  • TABLE 128.SKOOG: PRODUCT PORTFOLIO
  • TABLE 129.TIMOCCO: COMPANY SNAPSHOT
  • TABLE 130.TIMOCCO: OPERATING SEGMENTS
  • TABLE 131.TIMOCCO: PRODUCT PORTFOLIO
  • TABLE 132.DYNAVOX: COMPANY SNAPSHOT
  • TABLE 133.DYNAVOX: OPERATING SEGMENTS
  • TABLE 134.DYNAVOX: PRODUCT PORTFOLIO

LIST OF FIGURES

  • FIGURE 01.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET SEGMENTATION
  • FIGURE 02.TOP INVESTMENT POCKETS
  • FIGURE 03.MODERATE BARGAINING POWER OF BUYERS
  • FIGURE 04.MODERATE BARGAINING POWER OF SUPPLIERS
  • FIGURE 05.LOW THREAT OF NEW ENTRANTS
  • FIGURE 06.LOW THREAT OF SUBSTITUTION
  • FIGURE 07.MODERATE COMPETITIVE RIVALRY
  • FIGURE 08.TOP PLAYER POSITIONING, 2020
  • FIGURE 09.DRIVERS, RESTRAINTS, AND OPPORTUNITY
  • FIGURE 10.ASSISTIVE HARDWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY COUNTRY, 2020-2030(%)
  • FIGURE 11.TALKING ELECTRONIC DEVICES MARKET, 2020-2030 ($MILLION)
  • FIGURE 12.SWITCHES MARKET, 2020-2030 ($MILLION)
  • FIGURE 13.PORTABLE WORD PROCESSORS MARKET, 2020-2030 ($MILLION)
  • FIGURE 14.OTHERS MARKET, 2020-2030 ($MILLION)
  • FIGURE 15.ASSISTIVE SOFTWARE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE, BY COUNTRY, 2020-2030(%)
  • FIGURE 16.SPELLING/GRAMMAR CHECKERS MARKET, 2020-2030 ($MILLION)
  • FIGURE 17.EDUCATIONAL GAMES MARKET, 2020-2030 ($MILLION)
  • FIGURE 18.ELECTRONIC ORGANIZERS MARKET, 2020-2030 ($MILLION)
  • FIGURE 19.FREEFORM DATABASE SOFTWARE MARKET, 2020-2030 ($MILLION)
  • FIGURE 20.OTHERS MARKET, 2020-2030 ($MILLION)
  • FIGURE 21.COMPARITIVE SHARE ANALYSIS OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH PROCESSING DEFICITS MARKET REVENUE, BY COUNTRY, 2020 & 2030 (%)
  • FIGURE 22.COMPARATIVE SHARE ANALYSIS OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH PROCESSING DEFICIT AUTISM MARKET REVENUE, BY COUNTRY, 2020-2030(%)
  • FIGURE 23.COMPARATIVE SHARE ANALYSIS OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DYSLEXIA MARKET REVENUE, BY COUNTRY, 2020-2030(%)
  • FIGURE 24.COMPARATIVE SHARE ANALYSIS OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DYSCALCULIA MARKET REVENUE, BY COUNTRY, 2020-2030(%)
  • FIGURE 25.COMPARATIVE SHARE ANALYSIS OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DYSGRAPHIA MARKETREVENUE, BY COUNTRY, 2020-2030(%)
  • FIGURE 26.COMPARATIVE SHARE ANALYSIS OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH OTHER CONDITIONS MARKET REVENUE, BY COUNTRY, 2020-2030(%)
  • FIGURE 27.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE FOR SPECIALIZED SCHOOLS, BY COUNTRY, 2020-2030(%)
  • FIGURE 28.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE FOR UNIVERSITIES, BY COUNTRY, 2020-2030(%)
  • FIGURE 29.ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES MARKET REVENUE FOR OTHERS, BY COUNTRY, 2020-2030(%)