Assistive Technology For Learning Disabilities? A Program of the National Institute for Literacy - Summer 1. INTRODUCTION: Definitions and the law======================================Assistive technology, sometimes referred to as adaptive or access technology, includes a whole realm of high and low technology devices designed to increase the independence of individuals with learning disabilities by enabling them to compensate for deficits, enhance self- confidence, and participate more fully in all settings - work, school, home, and leisure. While not exclusively so, these technologies tend to be electronically sophisticated and largely computer- based. Assistive technology can enhance the quality of life for a person with a learning disability by enabling the individual to circumvent specific deficits, while capitalizing on given strengths. Equally important in the process of identifying and selecting appropriate assistive technology is the element of . Recent laws mandating civil rights for those with disabilities can be interpreted to imply that the implementation of technology is a significant opportunity for the provision of equal access. The forces of . 1. The Vocational Rehabilitation Act of 1. P. L. 9. 3- 1. 12, requires that electronic office equipment purchased through federal procurement meet disability access guidelines. The Tech Act's 1. The National Literacy Act of 1. P. L. 1. 02- 7. 3, encourages the use of technology in literacy programs.===============Making Choices===============Appropriate assistive technology for adults with learning disabilities can range from common . Equipment designed for individuals with other disabilities, e. FM systems originally developed for the deaf, may be an appropriate selection. The key is to determine the functional limitation of the disability, i. Before the employer or teacher can determine the kinds of assistive technology that will best suit the needs of the employee/student with learning disabilities, the functional limitations that the individual displays need to be defined. First, what job duties or coursework obligations is the individual expected to perform? In what specific areas is the individual having difficulties? Thank you for your interest in this course. Unfortunately, the course you have selected is currently not open for enrollment. Please complete a Course Inquiry so that we may promptly notify you when enrollment opens. What are the types of learning disabilities? Earn your Penn State degree online. Penn State's World Campus offers accredited online college degrees and certificate programs. Learn more about our online undergraduate and graduate programs. What is it specifically that the individual cannot do or does not do according to the employer's/instructor's expectations? The answers to these questions will determine the kinds of assistive devices that can be put in place to enable the person with learning disabilities to perform the essential functions of the job or meet the requirements of a course. What follows is a sampling of tools and technologies that have been designed or adapted to help . Again, before choices are made, it is important that specific technologies be considered relative to (1) the individual's unique profile, (2) the function to be performed, and (3) the particular context in which the technology will be applied. In reviewing the following categories of assistive technologies, it is important for the teacher or employer to keep in mind that the technologies suggested to help an individual compensate for a learning disability in one area might be used creatively, alone or in conjunction with other technologies, to meet an individual's needs in another area of disability. Experimentation and a creative approach to each individual's unique needs are called for.=======================Assistive Technologies=======================1. Organizational Skills, Memory, Managing Personal Information, Time Management, Staying On Task. Devices and approaches that help individuals with learning disabilities get organized, stay organized and on- track, and make work and learning assignments more manageable include: - highlighters- index cards- color- coding- graph paper- beepers/buzzers- digital clocks, digital watches, talking watches- headphones or earplugs to shut out distractions- tape- recorders, mini pocket recorders that allow the user to verbally store and retrieve telephone numbers, appointments, and individual notes ( to do lists)- voice- activated day planners which operate with voice- input technology; and- software programs, such as personal data managers and free- form data bases. Typical features of personal data managers include monthly calendars, daily schedulers and planners, clocks with alarms, memo files, . The user can store, organize, and retrieve vast amounts of personal information. Free- form data bases enable the user to create his or her own notes of any length, on any subject. Rather than notes on paper, these electronically- stored notes can be retrieved by typing in any piece of information contained in the note. The ability to retrieve information by only remembering a portion of information contained within the note can be beneficial for individuals with memory and organizational difficulties. Through a simple cursor movement that highlights each note, the user can browse through all the notes within the data base until the one being sought is found. Database systems enable the user to easily store, sort, and retrieve data. Also, organizational software tools are available to writers who need help with organization and benefit from visually- oriented systems of organizing. Pre- writing software programs help the writer get started with a writing assignment by organizing random ideas (See Writing Section). Auditory/Listening. Individuals with learning disabilities may have difficulty auditorily processing information. For example, they may have difficulty following more than one direction at a time, misunderstand what is being said, have problems discriminating between similar words and various letter sounds, and need information repeated. Following is a list of assistive technologies that can help make auditory tasks less difficult.- Pressure- sensitive paper is carbonless paper that allows the user to tear off copies of classroom lecture notes to share with a fellow student whose note- taking abilities may be weak. The system includes a teacher- worn transmitter and a student- worn receiver; it enhances auditory discrimination and auditory attention by improving listening conditions and attention levels. Increasing the playback rate is helpful when reviewing lecture notes, as well as for practice in strengthening listening skills; the option to decrease the rate is helpful in re- listening to taped textbooks, etc.- Basic tape- recorders/audio- cassette recorders are a helpful means of recording classnotes and, in the workplace, instructions given by one's superior; also, tape- recorders are required to play back taped books. Listening to a taped textbook while following along the same material in printed form is an effective multisensory approach to learning. As referenced above, multimedia/multisensory approaches that combine audio and visual are particularly effective when working with individuals with learning disabilities, e. It should be noted that all videos can be captioned or subtitled.
Visual Processing. Individuals with learning disabilities may have difficulty visually processing information. For example, they may perceive words incorrectly. They may frequently look up when reading and lose their place. They may have trouble recognizing written mistakes. Assistive technologies that can help make visual tasks less complicated and less strenuous include: - tape recorded lectures or work presentations - software program options that enable the user to change background and text colors or to change font size- adjustable task lighting- large print written materials- large print transparencies for prolonged viewing of computer screens that can result in eye strain and ultimate decrease in productivity; - magnification hardware (special monitor screen) or software (program applications) that enlarge and enhance the text and graphics displayed; as well as enlarging text, the user can alter colors, font, or print size; enlarged cursor control panels that allow the user to choose among a number of big cursors, as well as the option of a `lefty' cursor- on- screen keyboards and keyboards that speak, that provide voice output- talking, large print browsers that allow users with visual processing problems to search the Internet- books on disc, once on the computer screen, that can be enlarged and read back to the user with voice output- material that is scanned (see scanner under Reading Section), enlarged, and read back to user with voice output and to capitalize on visual learning strengths, material presented through videotape (using a VCR) or videodisc (using a computer). Math. Deficits in math can be compensated by using any of the following: - color coding for maintaining columns- basic hand- held calculators that can help a learner who has problems writing numbers in correct order- hand- held talking calculators that vocalize data and resulting calculations through speech synthesis and, thus, provide multisensory feedback (visual and audio)- special- feature calculators that enable the user to select speech options to speak and simultaneously display numbers, functions, entire equations, and results- on- screen computer calculator programs with speech synthesis- large screen displays for calculators and adding machines; and- big number buttons and large keypads. Finally, more and more, computer- assisted instruction (CAI) math courses are being developed. These are particularly helpful to the user with learning disabilities if the learning is reinforced with voice output. Reading. For reading and writing activities, individuals with learning disabilities will likely find voice output/ text- to- speech systems effective compensatory tools. One such system, an optical character recognition (OCR) system, scans and converts written text into computer documents that can be read by a speech synthesis/screen review system (referenced under Written Language Section). Books on tape are available on loan to students with learning disabilities.
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