home/gender bias/accessibility/funding/hearing disability/visual disability/other disabilities

Introduction

One in five Americans aged 16 and over have a disability of some kind (The Power of the Internet for Learning, 2000). 58% of students with learning disabilities do not have access to the internet, either at school or at home (Falling Through the Net, 2000). As our population grows, so will the number of students with special needs. Technology access, while vital in helping these students, is also limited. This paper serves to update the original paper, An Educator’s Guide to Learning Disabilities and Mobility Impairments by exploring recent research regarding learning and mobility disabilities and technology access.

Learning disabilities are disorders in one or more processes involved in understanding language, which may impact students’ ability to listen, think, speak, read, write, spell, or calculate (Lokerson, 1992). Many psychologists also use the discrepancy between a child’s ability and performance as an indicator of learning disabilities. A student with a very high IQ who has great difficulty reading, for example, may, given appropriate tests, qualify for special education services to accommodate his/her needs.

Technology has the potential to reach students with learning disabilities in ways that traditional methods cannot. For example, one study found that students performed better when 3 conditions were met: multiple means of representation were presented (text and graphics, science simulations, a story read aloud), multiple means of expression by the student were encouraged (use of text, sound, images, video for written expression), and multiple means of engagement were offered to keep students on task (The Power of the Internet for Learning, 2000). Media such as photographs, videos and tape recordings that link text, visual imagery, sound and music "capitalize on students’ unique abilities and interests and can be powerful for students with disabilities, many of whom experience repeated failure with mono-media – paper and pencil" (Multimedia and More, 1999). HyperCard software allows students to compose interactive stories for others to read on the computer. Overall, technology can be the bridge that helps reach students who otherwise might fall through the cracks of education.

Several technologies exist, in addition to internet websites for teachers with learning disabled students in their classrooms, and multimedia technologies. One such technology allows students who are behind their peers in reading to have their textbook scanned and read a loud to them. Several other assistive reading programs exist including features in programs such as Write out loud and Kidspiration which read text to students. Also, many websites on children’s books will read the text to students. Living books are also available for all students. Living books are software that allows the user to choose if the text will be read or if they would like to read it independently. Many books are on tape and CD ROM for struggling readers.

In addition, websites for students with learning disabilities offer many graphics for visual representation, sound, and clear, easy to read words. The format and colors of such pages are simple and gentle in order to avoid eye strain.

Mobility impairments differ from learning disabilities in that persons with mobility impairments have a physical condition which limits their ability to move independently (Eck, et al, 199). Often students with mobility impairments use a wheelchair or other assistive walking device. People with mental or physical disabilities are less likely than those without disabilities to use computers or the internet (A Nation Online, 2002). Adaptive technology is specific technologies which enable disabled students, particularly with mobility impairments, to have greater computer access. For example, MathPad is a software program that helps students who can’t hold a pencil in that the digits are clear and aligned for computation. AlphaSmart laptops are used to help students take notes that can be edited later. Using a free software utility and some labels, students who are not able to use both hands can type on a keyboard with positions comfortable for a single hand. Delatalkers are used for devices that have keys programmed with words or sentences for students who are unable to speak (Edutopia, 2002). There are many technological devices available for students with mobility needs. However, like many technologies, they are expensive. For school districts and households to be able to have access to such tools, they must have the resources to be able to find them and afford them.

Back to An Educator’s Guide To Access Issues

A Nation Online: How American are Expanding Their Use of the Internet. 2002. Downloaded from: http://www.ntia.doc.gov/ntiahome/dn/html/execsum.htm on July 22, 2002.

Eck, Julie, Mark Hale, Sue Ruff, Michelle Tjelmeland. An Educator’s Guide to Learning Disabilities and Mobility Impairments, Spring 1999. http://lrs.ed.uiuc.edu/wp/access/other.html

Edutopia: Success Stories for Learning in the Digital Age. Jossey-Bass: San Francisco, CA, 2002.

Falling Through the Net: Internet Access and Computer use Among People with Disabilities. 2000. Downloaded from: http://search.ntia.doc.gov/pdf/fttn00.pdf

Lokerson, Jean. ERIC Clearinghouse on Handicapped and Gifted Children: Reston, VA. 2000. Learning Disabilities ERIC Digest E516. Downloaded from: http://www.ed.gov/databases/ERIC_Digests/ed352779.html on July 27, 2002.

Multimedia and More: Help for Students with Learning Disabilities. 1999. Downloaded from: http://ldonline.org/ld_indepth/technology/multimedia.html on July 22, 2002.

This page was completed as a course project for:

EPS 304
CTER Online
University of Illinois Urbana-Champaign

Last updated:  08/05/02