Assistive technology is technological advances that assist individuals with disabilities in ways that help them perform tasks and functions that they might have experienced difficulties in, or were previously impossible. These implementations can create independent learning in the student and foster cognitive growth. Assistive technology covers a wide range of devices in mobility, hardware, and software, such as wheelchairs to computer keyboards with larger keys, voice recognition products, or software that reads text on a computer.
An enormous variety of assistive technology is available to nearly all people so that they can have the opportunity to access information. These technologies provide significant assistance to individuals who experience vision, hearing, dexterity and mobility, language and communication, or learning needs.
I was really interested in learning about “learning” needs and how assistive technology can bridge instruction to learning for specific learning needs. Learning needs include dyslexia, attention deficit disorders, and cognitive challenges. Microsoft Accessibility: Technology for Everyone claims that, “Many individuals with learning difficulties and impairments are perfectly capable of learning if information is presented to them in a form and at a pace that is appropriate to them individually. Providing a multisensory experience of audio speech paired with a visual representation, for example. And, reducing visual and auditory distractions can aid the learning process for many people.”
I decided to focus on dyslexia, as a learning need to see what types of assistive technology is available for these learners. Because individuals who experience dyslexia may have difficulty with letter orientation, words within sentences, spelling, letter reversals, accommodations have become available to help them with their reading and writing. These technologies range from:
o Word Processors with spelling and grammar check to font size and color options.
o Reading Systems that read text aloud to the learner and highlight contrasting colors to focus on specific words.
o Concept Mapping which helps visualize larger concepts through mapping, rearranging, and organization.
o Phonetic Spelling programs that convert phonetic spelling into correctly spelled words (Franklin Electronic Dictionary and Yak Yak software).
o Word Prediction.
o Speech Recognition.
o Organizational Software to assist with keeping on task and staying organized.
o Talking Calculators.
I thought these sounded like great programs. I especially like the Phonetic Spelling, and concept mapping. Concept maps helps children with their writing in that it helps them to visually see and organize information to then use to create a cohesive writing. Individuals who experience dyslexia tend to learn visually and think in images, concept maps accommodate to their learning style, enhance their strengths, and increase their writing skills. The information is represented in nonlinear formats. Concepts are labeled with key words and relationships. The map is organized independently from rigorous writing structures. Color and graphics can trigger concepts, memory, and learning.
For my future teaching it's very important to be aware of the assistive technology available to help students learn in their own intelligence and to develop their learning so that they can become autonomous life long learners.
Resources:
http://www.washington.edu/accessit/articles?109
http://www.microsoft.com/enable/guides/learning.aspx
http://www.washington.edu/doit/Brochures/Technology/atpwld.html
http://cmc.ihmc.us/cmc2008papers/cmc2008-p223.pdf
Images:
http://w301math-atresources.wikispaces.com/file/view/conceptmap2.png/33067835/conceptmap2.png
I didn't know there were so many tools for dyslexic learners! That's really cool. :)
ReplyDeleteI just read Kevin's blog on dyslexia and find it interesting that you both focused on different aspects and different available technologies! I like the quote you used about how different people can learn the same material as long as it is presented in ways that make sense to them. That reminds me of a quote from Einstein: "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid."
ReplyDeleteIt is amazing to me that dyslexic learners can look at so many images in a non-linear format and not be bothered by it, yet simple words on a page can cause so much confusion and frustration. It is wonderful that there are so many available tech tools to help with dyslexia! It is going to be hard to keep up with all the technology that is available for all of our students, so I think that the best thing we can do is to learn to recognize possible signs/symptoms of learning disabilities so that we can refer students to specialists who can diagnose. The sooner we can identify problems, the sooner we can help these kids.
As someone with dyslexia, I fight with it everyday. It is awsome to read about all the tool to help students with it out. I also wrote about dyslexia so it is really cool to see a different aspect of it. I really did like when you said about how different people can learn the same material as long as it is presented in ways that make sense to them. As omeone with dyslexia I totally agree with that.
ReplyDeleteCasey- I really enjoyed your last paragraph about preparing children to become life long learners. No matter how kids get there it is important to remember that they might all get there in different ways, and that as teachers it is our job to give them the tools they need to achieve their goals.
ReplyDeleteThe concept mapping idea does seem like a great way to help students with dyslexia to understand concepts visually. I also liked the reading systems that you mentioned. I wish that we could use these tools to better understand them, reading about them doesn't seem to do them justice.
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