How to Overcome the Challenge of Teaching Students With Learning Disabilities to Use Technology

Strategy Development ◽

Specific Information ◽

Web Based ◽

Simple Strategy ◽

Design For Learning ◽

Nonprofit Education ◽

Struggling Student

Teaching students how to use the technology is the first step to integrating the technology into instructional practice. This chapter shows how to teach students with a learning disability (LD) to use a web-based publishing tool using a simple strategy. The strategy is TAP(S)3. The strategy was developed on the principles of the self-regulated strategy development (SRSD) model and the strategic instruction model (SIM). SRSD and SIM principles are evidence-based and focus on helping the struggling student succeed academically. SRSD and SIM focus intensively on writing instruction. The web-based publishing tool used as an example in this chapter is Book-Builder. Book-Builder was developed by CAST on the principles of universal design for learning (UDL). CAST is a nonprofit education research organization. Specific information about the organization can be found at http://www.cast.org/.

Systematically Applying UDL to Effective Practices for Students With Learning Disabilities

Learning Disability Quarterly ◽

10.1177/0731948717749936 ◽

2018 ◽

Vol 41 (3) ◽

pp. 179-191 ◽

Cited By ~ 13

Author(s):

Sara Cothren Cook ◽

Kavita Rao

Keyword(s):

Learning Disabilities ◽

Secondary Teachers ◽

Grade Level ◽

Universal Design ◽

Effective Practices ◽

Design For Learning ◽

Students With Ld ◽

Core Components

Based on the premise that instruction should be designed from the outset to reduce barriers, Universal Design for Learning (UDL) guidelines provide a set of flexible options and scaffolds to ensure access for all learners. Using the UDL framework, teachers and researchers can systematically adapt effective practices that have been established by methodologically sound research studies to have meaningful gains for students with learning disabilities (LD). Specifically, we suggest that teachers can select an effective practice and then use the UDL framework to individualize the practice (while maintaining core components). Furthermore, we propose that researchers may use this approach to (a) clearly define how UDL was applied to a practice and (b) systematically measure the effects of UDL when applied to practices that have been established as effective by methodologically sound research. Although teachers and researchers can apply UDL to effective practices for all students, in this article, we highlight how secondary teachers can design and adapt effective practices for students with LD, who need intensive interventions to improve skills (e.g., reading comprehension, decoding) and access to grade-level curriculum.

College STAR for Librarians

North Carolina Libraries ◽

10.3776/ncl.v74i1.414 ◽

2016 ◽

Vol 74 (1) ◽

Author(s):

Clark Nall

Keyword(s):

College Students ◽

North Carolina ◽

Learning Disabilities ◽

Universal Design ◽

Success Rates ◽

Innovative Program ◽

Design For Learning ◽

The University

College STAR is an innovative program of the University of North Carolina system intended to improve success rates for college students with learning disabilities. Librarians can learn from the example of College STAR and from its underlying theory, Universal Design for Learning.

Designing Library Instruction for Students with Learning Disabilities

North Carolina Libraries ◽

10.3776/ncl.v71i2.397 ◽

2013 ◽

Vol 71 (2) ◽

Author(s):

Carolyn Willis ◽

Clark Nall ◽

Jeanne Hoover

Keyword(s):

Learning Disabilities ◽

Universal Design ◽

Library Instruction ◽

Innovative Program ◽

Design For Learning ◽

Improving Instruction ◽

East Carolina University ◽

Future Plans

East Carolina University is the home of an innovative program for students with learning disabilities, Project STEPP. Librarians at ECU’s Joyner Library have collaborated with Project STEPP since 2010 to provide library instruction for the program’s students. In the course of our collaboration, we have considered principles of Universal Design for Learning and the special needs of students with learning disabilities in library instruction. In this paper, we discuss our collaboration with the program, our classroom experience and assessment with the students, and future plans for improving instruction.

Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

Latin American Journal of Content and Language Integrated Learning ◽

10.5294/laclil.2020.13.1.5 ◽

2020 ◽

Vol 13 (1) ◽

pp. 79-91

Author(s):

Thomas A. Delaney ◽

Maiko Hata

Keyword(s):

Higher Education ◽

Learning Disabilities ◽

Language Learning ◽

Students With Disabilities ◽

English Language ◽

Universal Design ◽

Language Learner ◽

World Population ◽

Design For Learning

Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”

Students With Learning Disabilities

The Effects of Writing Instruction with Self-Regulated Strategy Development on the Narrative Composition of Students with Learning Disabilities

Communication Sciences & Disorders ◽

10.12963/csd.13083 ◽

2013 ◽

Vol 18 (4) ◽

pp. 402-416

Author(s):

Minjung Kim ◽

Aehwa Kim

Keyword(s):

Learning Disabilities ◽

Writing Instruction ◽

Strategy Development ◽

Effects of Self-Regulated Strategy Development Strategy on Story Writing among Students with Learning Disabilities

International Journal of Instruction ◽

10.29333/iji.2021.14456a ◽

2021 ◽

Vol 14 (4) ◽

pp. 985-996

Author(s):

Sahar Zedan Zaien ◽

Keyword(s):

Learning Disabilities ◽

Development Strategy ◽

Strategy Development ◽

Story Writing

Supporting the Writing Process with Technology for Students with Disabilities

Intervention in School and Clinic ◽

10.1177/1053451219837636 ◽

2019 ◽

Vol 55 (2) ◽

pp. 78-85

Author(s):

Anya S. Evmenova ◽

Kelley Regan

Keyword(s):

Students With Disabilities ◽

Learning Strategies ◽

Writing Process ◽

Student Writing ◽

Process Technology ◽

Self Regulated Learning ◽

Design For Learning ◽

Students With Ld

Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. All these technologies can improve the quantity and/or quality of student writing.

Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities

Remedial and Special Education ◽

10.1177/0741932519862608 ◽

2020 ◽

Vol 41 (4) ◽

pp. 207-218

Author(s):

Margaret E. King-Sears ◽

Todd M. Johnson

Keyword(s):

Learning Disabilities ◽

Universal Design ◽

Comparison Group ◽

Future Research ◽

Chemistry Instruction ◽

Education Class ◽

Design For Learning ◽

Students With Ld ◽

Business As Usual

Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study 2, posttest scores from students with LD who received UDL treatment in a self-contained special education class are reported. Students in the UDL treatment scored significantly higher on posttests than comparison group peers in Study 1. Mean scores for students with LD in Study 2 were similar to UDL students in Study 1. Social validity feedback on the UDL instruction was positive. Implications for UDL chemistry instruction and future research are described.