Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerised devices, assistive technology can also be very low-tech. For example, pencil-grips (the moulded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning difficulties includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organisers (e.g., Inspiration).
Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.
Laptop computers and tablet devices are beneficial for students with learning difficulties because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerised device (such as an iPad) can improve the quantity and quality of the notes. Using a word processor can help students to complete work that is more organised and includes fewer spelling errors than handwritten work. In addition, students may identify and correct more errors when using spell check than when editing by hand.
4.7.1. Computer-assisted instruction
Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning difficulties can benefit from this nonjudgmental computerised drill and practice. Computer-assisted instruction has been shown to be helpful for students with learning difficulties in spelling and expressive writing skills as this software can reduce distractibility, and can help students learn to read and achieve other academic outcomes.
- Computer-assisted instruction provides students with dynamic feedback.
- Computer-assisted instruction can help students practice spelling and multiplication drills.
- In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning
4.7.2. Software Functions
Assistive technology can improve the writing skills of students with learning difficulties. Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organised supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organisers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning difficulties.
- Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students’ sight word vocabulary.
- Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.
- Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.
Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.
While assistive technology can be low or high-tech, most of the assistive technology for students with learning difficulties is high-tech. Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.
Graphic organisers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organisers completed without technology can help students with learning difficulties to improve the quality of writing, electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Using a web-based graphic organiser with procedural prompts enabled students to produce better organised and higher quality papers, than they could produce with handwritten organisers. Being taught a strategy to plan and organise writing can improve the compositions of students with learning difficulties.
Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities. Pentop computers are also useful because they utilise instruction strategies such as providing auditory feedback during composition or math work. Handheld computerised devices that provide feedback have shown to be helpful for students with learning difficulties for essay composition, and receptive notetaking and multiplication skills.
- Concept organisers, whether completed electronically or by hand, may contribute to better writing in students with learning difficulties.
- Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).
Assistive technology can reduce students’ dependence on others to read, write, and organise their work. When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction.
- Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.
- In order to be effective, assistive technology has to be coupled with quality instruction.
- Teachers require training to support their implementation of assistive technology.
