Assistive Technology for Students with Learning Disabilities

2013 ◽  
pp. 153-173 ◽  
Author(s):  
Carrie Anna Courtad ◽  
Emily C. Bouck
Keyword(s):  
Learning Disabilities ◽  
Assistive Technology ◽  
Students With Learning Disabilities

Assistive Technology for Teacher Education

2010 ◽  
pp. 325-338
Author(s):  
Marcie M. Belfi ◽  
Kristen E. Jones
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Family Context ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Students With Learning Disabilities ◽  
K 12

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

Assistive Technology and Best Practices

2022 ◽  
pp. 564-578
Author(s):  
Betsy Orr
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Teaching Skills ◽  
Classroom Teachers ◽  
Students With Learning Disabilities ◽  
Technology Tools ◽  
Secondary Classroom

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.

Assistive Technology and Best Practices

2020 ◽  
pp. 152-166
Author(s):  
Betsy Orr
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Teaching Skills ◽  
Classroom Teachers ◽  
Students With Learning Disabilities ◽  
Technology Tools ◽  
Secondary Classroom

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.

scholarly journals Children's Voices: Perspectives on Using Assistive Technology

2016 ◽  
Vol 26 (1) ◽  
Author(s):  
Robin E. Schock ◽  
Elizabeth A Lee
Keyword(s):  
Learning Disabilities ◽  
Qualitative Study ◽  
Assistive Technology ◽  
Thematic Analysis ◽  
Elementary School Children ◽  
Students With Learning Disabilities ◽  
Self Perceptions ◽  
Students With Ld ◽  
Children’S Voices ◽  
Technology In Schools

Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD.

Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers

2019 ◽  
Vol 35 (4) ◽  
pp. 236-248
Author(s):  
Comfort Atanga ◽  
Beth A. Jones ◽  
Lacy E. Krueger ◽  
Shulan Lu
Keyword(s):  
Learning Disabilities ◽  
Assistive Technology ◽  
College Courses ◽  
Students With Learning Disabilities ◽  
Course Work ◽  
College Course ◽  
Students With Ld ◽  
Workplace Preparation ◽  
Common Barriers ◽  
Elementary And Middle School

Assistive technology (AT) helps bridge the gap between students with learning disabilities (LD) and their peers without LD. However, this implies a need for teachers to become well-trained and proficient in the use of AT. There are established AT competencies for educators, and AT services professionals must be knowledgeable about AT to select and recommend specific technology to individual education program teams. Professionals should also be well-versed with AT to be able to train students in its use. There is a significant need for research on teachers’ knowledge and perceptions of AT (i.e., interest in using it and barriers to incorporating it) as well as the best ways to provide AT training. To investigate these areas, a survey was administered to teachers of students with LD at the elementary and middle school levels. Our results indicated that completing an AT course in college along with self-reported AT proficiency in iPad reading apps were associated with higher ratings of AT knowledge. Additionally, higher AT proficiency ratings and completing AT college course work were associated with perceptions of college preparation of AT, but these factors did not predict perceptions of workplace preparation. Teachers were clearly interested in utilizing AT but felt their college did not adequately prepare them in AT, and funding issues were the most common barriers to implementing AT. Our findings suggest a need for an emphasis on AT training in college courses.

Writing Issues in College Students with Learning Disabilities: A Synthesis of the Literature from 1990 to 2000

2003 ◽  
Vol 26 (1) ◽  
pp. 29-46 ◽  
Author(s):  
Huijun Li ◽  
Christine M. Hamel
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Empirical Studies ◽  
Instructional Support ◽  
Future Research ◽  
Review Of The Literature ◽  
Students With Learning Disabilities ◽  
Writing Difficulties ◽  
Students With Ld

This article provides a synthesis of the literature published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD). Thirty-eight articles met the criteria for describing writing difficulties in this cohort of students. Upon reviewing the articles, four major topics emerged: (a) assistive technology for college students with LD/WD; (b) effectiveness of assistive technology for college students with LD/WD; (c) characteristics and error patterns in the writings of college students with LD/WD; and (d) instructional support and methods. The review of the literature shows that there is an urgent need for empirical studies, especially on instructional methods and strategies. Recommendations for future research are presented.

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