Teaching Students with Disabilities with the Use of Technology - Research Paper Example

? Teaching with Disabilities with the Use of Technology A growing number of the population experiences difficulty in aspects such as oral expression, written expression, basic reading skills, listening comprehension, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem solving. For most of the students, the learning difficulties remain lifelong challenges, although some develop compensatory skill sets or effective coping strategies. Technology can be a fundamental factor for some students in altering learning disability into a learning difference. The paper avails insights on the role that technology plays in promoting the educational needs of students with disabilities. The paper explores the significance of integration of technology into the classroom for students with disabilities and its impact on students’ learning processes. The development of technology has assisted students with severe disabilities to overcome a broad range of limitations that constrain classroom participation. Teaching Students with Disabilities with the Use of Technology Introduction The National Centre for Learning Disabilities delineates learning disabilities as genetic and/or neurological disorder that influences the brain’s ability to obtain, process, store, and react to information. Learning disabilities encompass a number of conditions that might influence the acquisition, retention, organization, understanding, or utilization of information. Learning disabilities emanate from impairment in one or more processes associated with perception, thought, learning, or memory. Such a disorder can influence a person’s oral language, writing, memory and processing information, organization issues, sensory ability (vision and hearing), reading or computation and problem solving abilities (Quenneville, 2001). An overview of teaching students with disabilities Millions of students across the U.S. and Canada fail to benefit fully from traditional educational programs, since they have disabilities that prejudice their capacity to participate effectively in a typical classroom environment. Statistics indicate that close to 10 percent of students in both U.S. and Canada have learning disabilities (Hasselbring & Bausch, 2005). It is estimated that close to 286 million children with disabilities globally are within the primary school education context. As a result, it can be stated that children with disabilities comprise the world’s largest and most disadvantaged minority when it comes to education. For these children, computer based technologies can play an exceptional role. Computer technologies possess the capability to assist a broad range of educational activities directed at fulfilling a variety of needs for students with learning disorders. Adaptive technologies enable even those students with severe disabilities to become active learners within the classroom alongside their peers, who might not have disabilities. Technology integration into educational programs facilitates learning for students with diverse abilities across all grade bands. Computers can reinforce the variety of ways in which learners construct their own understanding by utilizing computers as resource tools, work stations for individual learning, or as communication channels for sharing information with other learners. Computers can be employed to assist in the creation of active experiences, besides encouraging cooperative learning and student collaboration. The incorporation of specialized features into the curricula aids students with disabilities to interact with classroom technologies, as teachers are able to customize content for diverse students’ needs and preferences (Male, 2002). Technology holds immense promise for enhancing teaching practices for all students and aiding in the development of effective approaches to teaching children with sensory and learning disabilities. The Role of Technology in Supporting Students with Learning Disabilities Differentiated instruction demands provision of content that adapts appropriately for the range of students in every classroom, to teach via utilization of flexible strategies that avail diverse ways for students to interact with the content, with the teachers and peers, besides availing a variety of methods for documenting their learning (Quenneville, 2001). Technology is a critical component in supporting students with various disabilities such as reading and writing disabilities, mathematics disabilities, processing and organizational disabilities, and sensory and learning disabilities. Technology promotes a sense of belonging and interactive participation in classrooms for students with learning disabilities. Technology enhances the frequency of assignment completion and contributes to enhancing motivation by supporting some of the core ideas of inclusive education and a balanced educational experience. Adaptation for students with learning disabilities has largely been employed to compensate for barriers associated with challenges in reading, mathematical reasoning, writing, and problem solving (Male, 2002). An increased use of assistive technology during learning activities aids in facilitating participation of student with disabilities in circumventing disability related barriers. Personalized learning demands attention to the distinct needs of all students of all abilities, acknowledging that every student has a unique learning style inclusive of students with mild, moderate, or severe disabilities. The application of technology within the education sector plays a critical role by facilitating flexible curriculum development and supporting students with disabilities to participate as equals in the learning experience (Bryant & Bryant, 1998). In addition, implementation of technology in the classroom aids students with disabilities to prepare for life-long learning, recreation, and work outside of school. Literature Review Notwithstanding the extensive interest in the impact of assistive technology, interests in measuring the outcomes of assistive technology can be considered to be a relatively recent phenomenon. The incorporation of technology into teaching students with disabilities continues to be an evolving topic. Research into the application of technology to support students with disabilities or for differentiated instruction is far from complete. In fact, Roblyer & Knezek (2003) hold that the field of education lacks enough research on both the implications of technology for both teaching and learning. A research synthesis by Margret confirms that advances in the development and use of assistive technology avail fresh opportunities for full participation in educational programs (2004). Research also demonstrates that the implementation of assistive technology in classrooms for students with disabilities can enhance a student’s self-reliance and a sense of independence. In most cases, students with disabilities are overly dependent on parents, peers, siblings, friends, and teachers for help with assignments. New developments in technology have accommodated people with learning disabilities. The application of technology to assistive technology has aided students to experience success with working independently (George, Schaff & Jeffs, 2005). For many students with disabilities, the accessibility of assistive technology devices has redefined placement in the least restrictive environment and allowed for greater independence and productivity. According to Peterson-Karlan (2011), technology fosters self-advocacy for students with disabilities, which aids students to gain higher self-perceptions, stronger self-esteem and independence. Technology tools allow schools to accommodate individual learning needs of all students, and avail an inclusive and equitable access to curriculum, knowledge and understanding. Specialized technologies (assistive technologies) aid students to be able to participate in the schooling process and independently attain their full potential. The emerging research centering on the use of the assistive technologies demonstrates their potential in transforming the learning and academic performance of students, where traditional teaching tools have had little success. Research findings indicate that assistive technologies have been able to remove barriers, besides enabling students to attain a more equitable access to successful learning experiences, and achieve things that might have been thought to be impossible (Bryant & Bryant, 1998). Advances in technology have had a significant bearing on education for students with severe disabilities. Many students who have significant physical disability are now able to undertake reading and writing tasks entirely independently with the assistance of technology. Students bearing multiple disabilities, inclusive of intellectual disabilities, can also fully complete tasks with the aid and scaffolding provided by technology (Male, 2002). Most importantly, assistive technology has been at the heart of aiding students with disabilities participate in an instructional process that is critical in achieving progress in educational areas such as literacy. Over the past decade, several studies have demonstrated and reinforced the usefulness of technology for students with disabilities. Technology does not necessarily cure or eliminate learning difficulties, but it can aid students to attain their potential since it allows students with disabilities to capitalize on their strengths and bypass areas of difficulties. A study by Lange, McPhillips, Mulhern, and Wylie (2006) evaluated the compensatory effectiveness of four assistive software tools, which include speech synthesizers, spell checker, homophone tool, and dictionary on literacy. Secondary students with reading difficulties undertook the computer based tests of literacy skills. The finding of the study revealed an enhancement for the assistive software group on reading comprehension spelling error detection, and word meanings. Research indicates that assistive technology compensates for a student’s skills deficits or areas of disability. Lewis (1998) presents findings based on a research exploring the status of assistive technology for students with learning disabilities. Lewis concludes that, although not systematic, findings on the significance of assistive technologies points out a significant enhancement of academic achievement for students with learning disabilities. Nevertheless, assistive technology does not translate to the notion that students with disabilities cannot receive remedial instruction directed at alleviating deficits. In fact, research demonstrates that assistive technology can enhance certain skill deficits such as reading and spelling. Raskind and Higgins assert that assistive technologies can be beneficial to post secondary students with learning disabilities, although there are complex relationships between certain technologies and students, as well as the target skills for which they are effective (1998). The findings demonstrate that communication and low-technology devices have been the most useful tools to students with disabilities. Discussion The advantages of technology usage in teaching and learning processes hinges on the possibilities it avails for alternative means of communication, access to educational resources in a convenient way, and enhancing learning motivation. In this context, the application of ICT is highly essential in supporting enhanced quality education for learners with disabilities (Lange, McPhillips, Mulhern & Wylie, 2006). Technology avails a rich and flexible media for facilitating learning. Technology facilitates the creation of learner-centered environment that supports autonomous learning and collaboration among students. ICT derive benefits such as greater learner autonomy, besides unlocking the hidden potential for students with communication difficulties. Other benefits to be derived from implementation of ICTs include enabling students to demonstrate achievement in a manner that might not be possible with traditional methods, including facilitating individual skills and abilities. Technologies aid in addressing physical and time constraints and possess the capability to deliver a significant impact on students’ engagement with learning. Students who struggle to understand visual, print, and auditory inputs encounter challenges in experiencing deep engagement while learning fresh content since decoding processes consume a disproportionate share of working memory. Benefits Assistive Technology The potential for assistive technology in education for students with disabilities is immense. Assistive technologies, in this case, refer to devices or equipments utilized to increase, maintain, or enhance functional capabilities of persons with disabilities. Assistive technologies serve two critical purposes, which are supplementing an individual’s strengths, thus counterbalancing the impacts of the disability and availing an alternative mode on undertaking a task (Peterson-Karlan, 2011). Hence, the application of assistive technologies enables students with disabilities to compensate for their impairment, or bypass it altogether. In cases of students with learning disabilities, technology can be an assistive tool with the capability of replacing an ability that is either missing or impaired. Assistive technology avails the support needed to accomplish a task. For instance, computers provide a platform for stimulating reluctant writers via facilitation of motor actions, availing spelling assistance, and aiding in revising and editing (Quenneville, 2001). The benefits of implementation of such technologies include enhancing academic achievement in areas such as written expression, reading, spelling, and mathematics. Other benefits include enhancing organization and fostering social acceptance. For instance, support technology facilitates writing for students with learning disabilities, who might find the writing process frustrating. The application of technology to improve learning is an effective approach for many children. Furthermore, students with disabilities often experience greater success when they exploit their abilities (strengths) to work around their disabilities (challenges). Some of the examples of assistive technology devices include word processors, specialized mathematics software, electronic communication aids, speech synthesizers, scanners, computer text readers, Braille writers, spell check devices, augmentative communication devices, e-reader, and prosthetic devices. Assistive technology tools can be credited to possess the best of both these practices. Technology has been an essential tool for inclusion, independence, self-determination, enhanced opportunities, and enhanced quality of life for individuals with disabilities (Raskind & Higgins, 1998). Assistive technology aids individuals with diverse forms of disabilities from cognitive challenges to physical impairment. Some of the benefits that can be accrued from implementation of assistive technologies include enhancing independent learning, availing greater choices and freedom for content delivery, enhancing the quality of life by removing barriers for future educational possibilities, and creating self-confidence by fostering success (Bryant & Bryant, 1998). Specialized technologies for students with sensory or learning disabilities aid the students to access or generate classroom content, or communicate with their teachers and peers. Students with disabilities can benefit immensely from the utilization of new features built into contemporary technologies. Assistive technologies avail ready access to alternate methods of input and output, as well as compensatory and organizational tools that reinforce the learning. The application of the features provided by technology can help students with disabilities to succeed in the classroom, as well as in managing, planning, or undertaking their homework. Pitfalls of Implementing Technology in the Classroom The law guarantees incorporation of assistive technology when appropriate on education plans for students with disabilities. However, the full potential of technology remains obscured owing to deficient information on available options, inadequate professional development, and a deficiency of evidence on the effectiveness of some of the assistive technology for certain routines and activities due to differentiation in type, severity, and age of individuals with disabilities (George, Schaff & Jeffs, 2005). Although there are immense benefits to be derived from the implementation of assistive technology, the implementation of such bears enormous challenges. Some of the challenges encountered in the implementation of assistive technology and services include understanding the regulations, learning how to exercise sound decisions concerning selection, acquisition, and use of assistive technology, and challenges centering on accessibility of resources (Roblyer & Knezek, 2003). Other challenges encountered in implementation of assistive technology centers on their cost implications. The cost implications hinges on costs associated with purchasing, training, and technology set up. Similarly, the implementation of assistive technology runs the risk of technology abandonment. Technology abandonment arises when assistive technology does not meet the student’s functional needs, lack of training to educators, amount of effort required to use the technology, or in instances in which demand grows beyond the technology’s capacities (Margret, 2004). Mismatches often yield frustration, especially when technology does not apply as a compensatory tool for the disabilities. The potential for assistive technology for students with disabilities cannot be quantified. Although the future of technology application in the classroom remains uncertain, there is much promise that continual application of supportive technology to students with disabilities will amass a lot of benefits (George, Schaff & Jeffs, 2005). For persons with disabilities, application of assistive technologies is one way of diluting the barriers to learning. Educators have a responsibility to identify and compensate for learning differences encountered in their instructional practices. Schools are expected to implement technology-enabled curricula that avail methods of interaction and understanding for students bearing learning disabilities. The curricula should incorporate flexible design processes that are accommodative and adaptive (Lewis, 1998). It is vital for all stakeholders to appreciate how disability influences learning. Self identification of one’s strengths, weaknesses, and preferences in broad domains of learning is essential (Margret, 2004). Technology fashioned for students with disabilities should feature aspects such as multiple methods of representation, multiple means of action and expression, and diverse means of engagement. Conclusion It is with no doubt that technology can aid students with learning disabilities compensate for difficulties encountered in learning, especially in the arena of computer supported tools. Similarly, assistive technology may contribute in easing frustration, enhancing motivation, fostering a sense of peer acceptance, and enhancing the productivity of students with disabilities at home and in the classroom. Educators and researchers, alike, agree that the prospective of both existing and fresh technologies in supporting students with disabilities does not necessarily lay in the technologies themselves, but in the manner in which technologies are utilized as tools for learning. The implementation of assistive technologies should be guided by aspects such as the student’s learning needs, learning style and preference, processing weaknesses, skill deficits, environmental needs, and social and emotional issues. The degree to which the learning environment accommodates the student needs should also be evaluated to make sure that it supports individualized adaptations. Instructors should ensure that the strategies and technological resources stimulate and promote active participation by all learners, especially those with disabilities. References Bryant, D, & Bryant, B. (1998). Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities. Journal of Learning Disabilities, 31 (1), 41-54. George, L., Schaff, L. & Jeffs, T. (2005). Physical access in today’s schools: Empowerment through assistive technology. In Edyburn, D., Higgins, K. & Boone, R. (Eds.), Handbook of special education technology research and practice. Whitefish Bay, WI: Knowledge by Design, Inc. Hasselbring, T., & Bausch, M. (2005). Assistive technologies for reading. Educational Leadership, 63 (4), 72-75. Lange, A., McPhillips, M., Mulhern, G. & Wylie, J. (2006). Assistive software tools for secondary-level students with literacy difficulties. Journal of Special Education Technology, 21 (3), 13-22. Lewis, B. (1998). Assistive technology and learning disabilities: Today’s realities and tomorrow’s promises. Journal of Learning Disabilities, 31 (1), 16. Male, M. (2002). Technology for inclusion: Meeting the special needs of all students (4th ed.). Boston, MA: Allyn and Bacon. Margret, W. (2004). Children with exceptionalities in Canadian classrooms (8th ed.). Ontario, Canada: Prentice Hall. Peterson-Karlan, G. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Summer, 7 (1), 39-62. Quenneville, J. (2001). Tech tools for students with learning disabilities: Infusion into inclusive classrooms. Summer, 45 (4), 167-170. Raskind, H. & Higgins, L. (1998). Assistive technology for postsecondary students with learning disabilities: An overview. Journal of Learning Disabilities, 31 (1), 27-30. Roblyer, D. & Knezek, A. (2003). New millennium research for educational technology: A call for a National Research agenda. Journal of Research on Technology in Education, 36 (1), 60-71. Read More