An Educators Guide to

Learning Disabilities and Mobility Impairments

And Technology Use

 Written by: Cheryl Cheifetz

 

Learning Disabilities and Assistive Technology

 

Addendum Written by Tricia Pearl, Graduate Student in

Curriculum, Technology, and Education Reform at University of Illinois at Urbana-Champaign

 

Introduction

People might be diagnosed with a learning disability if they are found to have average or above-average intelligence, but underachieve at their age or ability level (Working Together: Computers and People with Learning Disabilities, 2005).  Poor information acquisition, storage, retrieval, or processing often make tasks difficult or impossible to complete.

 

There are four broad categories that learning disabilities can fall in:  spoken language, written language, arithmetic, and reasoning (Working Together: Computers and People with Learning Disabilities, 2005).  More specifically, spoken language would include listening and speaking, written language includes reading, writing, and spelling, arithmetic includes calculations, concepts, and problem solving, and reasoning includes organization, prioritizing, processing, and memorizing (Learning Disabilities and Assistive Technologies, 2003).  Additional learning disabilities would include those that affect attention, coordination and motor functions, and self-management.

 

Assistive Technology Devices

Assistive technology devices are defined by the Individuals with Disability Education Act (IDEA) as “any item, piece of equipment, or product system … that is used to increase, maintain, or improve functional capabilities of a child with a disability” (Individuals with Disabilities Education Act Amendments of 1997, 1997).  These low-tech/low cost to high tech/expensive tools enhance a person’s strengths and compensate for the disability,  allowing the individual to demonstrate their intelligence.  “In addition, this technology can also ease frustration, increase motivation, foster a sense of peer acceptance, and improve productivity in the classroom and at home” (Quenneville, 2001).

 

Low Tech Devices

  • Color Highlighters – allows users to notice differences in similar looking words.
  • Post-It Notes TM – used to write down short reminders or can be used to bookmark locations in text.
  • Signature Stamp – makes paying bills via check easier.
  • Telephone Speed Dialing, Caller ID, 411 Directory Assistance – assists access to the telephone.
  • Digital Watches, Talking Clocks, Digital Timers – tells time and helps users stay on task.

 

High Tech Devices

  • Optical Character Recognition System – scan text or printed material into a computer.  Hardware examples are Freedom Scientific’s WYNN or Kurzweil 3000.
  • Speech Synthesizer – reads text from computer screen to help people with reading and writing difficulties.  Software examples include Kid Works Deluxe or Read & Write.
  • Speech Recognition System – user dictates to the computer and computer in-turn converts language to written text.
  • Closed Captioning – allows learners to see and hear words on television to reinforce language and reading development.
  • Electronic Calendars, Computer Organizers – helps manage schedules and personal information.  Hardware examples include Palm Pilot TM or Casio TM.  Software examples include Microsoft Outlook TM or Lotus Organizer TM.
  • Spell/Grammar Check – allows “writers to decrease their emphasis on writing mechanics, thus increasing planning time and content generation” (Quenneville, 2001).  People with dyslexia who often spell phonetically may find software such as Franklin Electronic Dictionary TM or Yak Yak TM helpful.  In addition, Read & Write can assist poor spellers with word prediction.
  • Word Processors – allows students with poor handwriting to publish neat printed work, easily edit papers, and revise.  Software examples include Storybook Weaver Deluxe and Read, Write, & Type!
  • Prewriting Organizers – students having difficulty with the planning stage in writing (brainstorming or clustering ideas) can use graphic organizers to easily map ideas into “bubbles” that then can be converted into an outline.  Software example is Inspiration.

 

Assistive Technology Services

Assistive technology services are defined by the Individuals with Disability Education Act (IDEA) as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device” (Individuals with Disabilities Education Act Amendments of 1997, 1997).  When identifying technological devices to use, a collaboration of classroom teachers, other school staff, parents, and students is needed to ensure success with the implementation of the devices.  An assistive technology specialist should be utilized to evaluate the students’ technology needs, motivation, interests, abilities, strengths, challenges, and what activities the student will participate in when using the assistive technology.  Once the appropriate devices have been determined and the student’s IEP (Individualized Education Plan) has been updated, the assistive technology specialist begins training and consulting the teachers, students, parents, and other staff members to help  integrate the technology into the classroom.  Finally, the tools and strategies are evaluated for the impact they’ve had on the student and determinations are made whether the devices should be continued, discarded, or refined.  See http://www.ldonline.org/article/8088  for a list of six steps that should be taken when determining assistive technology services and devices.

 

Links

http://www.cwu.edu/~setc/ldtech/software.html - This site comes from the Special Education Technology Center and contains a list of software from the Learning Disabilities and Technology Literacy Project.

http://www.ldresources.org/?cat=6 – This site is a weblog of information from a variety of people.  This particular link contains a list of software available for people with learning disabilities.

http://www.ldonline.org/article/8088 - This site lists six steps for determining the appropriate assistive technology.

http://www.ldonline.org/article/6380 - This site contains information about specific assistive technology tools.  It also states facts about assistive technology and the IEP.

 

References 

Tools for Life.  (2003).  “Learning Disabilities and Assistive Technologies.”  Retrieved June 3,

2006.   Located at: http://www.gatfl.org/ldguide/default.htm#intro

DO-IT.  (2005).  “Working Together: Computers and People with Learning Disabilities.”

Retrieved June 3, 2006.  Located at: http://www.washington.edu/doit/Brochures/Technology/atpwld.html

LD Online.  (2006).  “Help for Young Learners: How To Choose AT?”  Retrieved June 3, 2006.

Located at: http://www.ldonline.org/article/8088

LD Online.  (2001).  “Tech Tools for Students with Learning Disabilities: Infusion into Inclusive

Classrooms.”  Quenneville, Jane.  Retreived June 5, 2006.  Located at:

http://www.ldonline.org/article/6380

School of Public Health and Health Professions.  (2005).  “Assistive Technology Training

Online Project.”  Retrieve3d June 6, 2006.  Located at:  http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/introATidea.php

“Individuals with Disabilities Education Act Amendments of 1997.” (1997).  Retrieved June 9,

2006.  Located at: http://www.ed.gov/policy/speced/leg/idea/idea.pdf