teaching strategy karen stewart emr 6015. includesdoes not include perceptual handicaps brain...
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THE USE OF INSTRUCTIONAL ASSISTIVE TECHNOLOGY FOR INDIVIDUALS WITH SPECIFIC
LEARNING DISABILITIES
Teaching StrategyKaren Stewart
EMR 6015
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What is a Specific Learning Disability?
INCLUDES DOES NOT INCLUDE
Perceptual handicaps Brain injury Minimal brain
dysfunction Dyslexia Developmental aphasia
(Raymond, 2012)
Learning problems as a result of visual, motor, hearing disabilities
Mental retardation Emotional disturbance Environmental, cultural,
or economic disadvantage
IDEA 2004 DefinitionA disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen,
speak, read, write, spell, or do mathematical calculations.
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Assistive Technology (AT)
Assistive Technology Act, 2004:
“Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability” (Bouck, Flanagan, Miller & Bassette, 2012).
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Examples of AT
Digital text book (Bouck et al., 2012)
Graphic organizing and cognitive software (Cobb, nd)
Speech-to-text or text-to-speech software (Forgrave, 2002)
Math software and grammar checks (Haq & Elhoweris, 2013)
iPod Touch or iPad (Cumming & Rodriguez, 2013)
Laptops (Eden, Shamir & Fershtman, 2011)
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Practical Implementation (Uses)
Digital text book Allows students reading below grade level to
have access to content knowledge
Graphic organizing software Allows students organize thoughts for writing
prompts
Grammar checks Helps students revise written work
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Practical Implementation
Speech-to-text and laptops Allows students with fine motor, handwriting,
OT difficulties to still share ideas and complete assignments, as well as increase spelling skills
Text-to-speech software Correct reading errors and allow access to
content knowledge
Math software Software for learning multiplication tables,
money counting, and other skills (Haq & Elhoweris, 2013)
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Research Conducted Kidspiration- electronic graphic-organizing computer based story mapping
software used to teach the nine story grammar components. The story grammar components are title, characters, setting, time, problem, solution, outcome, reaction, and theme (Wade, Boon & Spencer, 2010).
Why? 80% of students with SLD struggle with reading comprehension Often fail to monitor and assess comprehension skills while reading
Student demographics-Title I school; two 3rd grade and one 4th grade student; all SLD and received reading, spelling and writing in self-contained class; all other subjects in general ed
Outcome-The 3 students in the test group had increases of 44%, 52%, 63% from their baseline scores in comprehension of the story grammar components
Limitations: Very small test group
(Wade et al., 2010)
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More Research Laptops and spelling skills for students with learning disabilities
Why? Spelling deficits can be caused by difficulty with phonological
processing, slow learning pace, reading and writing difficulties, and many others.
Student demographics- 93 Israeli middle school students aged 13 to 16; all students LD and in classes of 10 to 13 students; inclusion in general education where appropriate; 54 students were in the experiment group and 39 in the control group
Students in experimental group significantly improved spelling skills as opposed to the control group
(Eden et al., 2011)
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Other Uses of AT
Not just for instructional academics Physical impairments Behavioral modifications Life skills Improve quality of life
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Summary
Overall, there are positive outcomes to using AT in conjunction with instruction in the classroom. Just as with any other teaching strategy, if ever an AT does not work for the student, then the use of that particular AT should be revisited and changed if needed.
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References Bouck, E., Flanagan, S., Miller B., & Bassette, L. (2012). Technology in action: Rethinking everyday technology as
assistive technology to meet students’ IEP goals. Journal of Special Education Technology, 27(4), 47-57.
Cobb, A. (n.d.). Assistive technology: Enhancing the life skills of students with learning disabilities. Distance Learning.
8(4), 47-57.
Cumming, T., & Rodriguez, C. (2013). Integrating the iPad into language arts instruction for students with disabilities:
Engagement and perspectives. Journal of Special Education Technology, 28(4), 43-52.
Eden, S., Shamir, A., & Fershtman, M. (2011) The effect of using laptops on the spelling skills of students with learning
disabilities. Educational Media International, 48(4), 249-259.
Forgrave, K. (2002). Assistive technology: empowering students with disabilities. Clearing House, 75(3), 122-126.
Haq, F., & Elhoweris, H. (2013). Using assistive technology to enhance the learning of basic literacy skills for students
with learning disabilities. International Journal of Social Sciences and Education, 3(4), 880-885.
Raymond, E. (2012). Learners with mild disabilities: A characteristics approach. Boston: Pearson Education, Inc.
Wade, E., Boon, R., & Spencer, V. (2010). Use of Kidspiration software to enhance the reading comprehension of story
grammar components for elementary-age students with specific learning disabilities. Learning disabilities: A
contemporary journal, 8(2), 31-41.