Assistive Technologies in Math Instruction

Assistive Technologies in Math Instruction for the Learning Disabled

The academic study of mathematics can present heightened difficulties for the learning disabled. The operational specificity, procedural repetition and the sheer complexity of math subjects may be directly incompatible with the learning profile of individuals with certain cognitive deficiencies. This speaks to one of the core challenges for the field of special education. However, with the advance of electronics, software and the Internet, this challenge is increasingly being met with innovative technology mediation. Assistive Technologies (at) are unlocking a great deal of potential in young learners whose disabilities have heretofore prevented improvement in mathematical education.

Background:

According to the source provided by Smith (2009), mathematics may present challenges that are specifically obfuscating to the learning disabled. Among those characteristics of the learning disabled that commonly interfere with mathematical comprehension, Smith identifies "difficulty learning the meaning of numbers (number sense); trouble with tasks like sorting objects by shape, size and color; [and difficulty] recognizing groups and patterns; comparing and contrasting using concepts like smaller/bigger or taller/shorter; recognizing numbers and matching numbers with amounts…[and] trouble figuring out how to apply their knowledge and skills to solve math problems." (Smith, p. 3)

This array of deficiencies may stand in the way of minimal proficiency in one's mathematical abilities. However, great gains may be made in this area with the help of Assistive Technology. By mediating a student's interaction with certain mathematical concepts, various technologies have the capacity to identify areas of student need and cultivate areas of strength. As the text by Stanberry & Raskind (2012) indicates, "the use of technology to enhance learning is an effective approach for many children. Additionally, students with [learning disabilities] often experience greater success when they are allowed to use their abilities (strengths) to work around their disabilities (challenges). At tools combine the best of both of these practices." (Stanberry & Raskind, p. 1)

Today, the most immediate Assistive Technologies that spring to mind are those which are mediated by way of computer or internet access. Certainly, software-based education is a remarkable breakthrough for those who, in one regard or another, cannot sufficiently take advantage of in-class education. In this context, the computer terminal can be a great tool for enhancing the opportunities of the disabled, such as is the case with the learning disabled. For those who suffer from developmental delays, from linguistic impairment, from neurological processing deficiencies or other neurological conditions which create a set of unique mathematical comprehension challenges, the computer can be considered a versatile and engaging tool for exploring solutions to each subject's particular areas of weakness while also cultivating each subject's apparent strengths.

Software engineering developments have created an entirely new methodology for alleviating some of the inequalities directly correlated to learning disabilities. A good example of the array of these developments may be found at a website hosted by the University of Texas at Austin (2008), which identifies and prices some leading software solutions specific to advancing mathematical skills in the learning disabled. For instance, among the Assistive Technology software programs listed is one called Access to Math, which allows the teacher to create student-specific problem worksheets aimed at emphasizing individual problem areas. Access to Math also allows the student to gain immediate feedback from the computer terminal. Here, we can observe several of the greatest benefits of assistive technology in special education. Such is to say that many linguistic, mathematic or otherwise basic educational programs may be designed to help facilitate the special needs learner through audio assistance, special contextualization and personal customization.

Additionally, the learning disabled individual, by virtue of his interaction with the educational properties offered by an effective software program, will achieve a level of learning autonomy not otherwise afforded to him in the traditional inclusion classroom setting. This is something of an alleviation of learning obstacles for primary educational advocates as well as a boost to the student's potential for autonomy at any level, let alone in mathematics. Assistive technology software programs may also have the added benefit of helping to improve hand-eye coordination, with the use of a mixed-media approach combining physical interaction with knowledge retention and helping the learner make new operational connections between these functions. For the educator, this technology mediation may lead to empirical ways to diagnose individual learning deficiencies for isolation and improvement.

In addition to software-based solutions, the above-mentioned University of Texas site includes some basic handheld technology solutions such as Big Calc, which is described as "an enlarged talking calculator, with a range of calculator "faces." Teachers and users can change the font, size, background and key colors at any time. Students of all ages can elect to speak buttons, numbers, function buttons, results, or the entire equation. It has been designed to accommodate the different needs of users who have special needs." (University of Texas at Austin, p. 1)

For those learning disabled students who are a little older, handheld devices may be those which are already integrated into our everyday lives. Hatton & Hatton (2013) describe Assistive applications which may be accessed on one's iPhone, iPad or other smart device to be used in promoting better organizational skills or to serve as study support. Particularly interesting for the purposes of mathematical improvement is the InClass application described by Hatton & Hatton. According to their findings, "this app helps students keep track of their courses through more efficient note-taking: video notes, audio notes, and photo notes." (Hatton & Hatton, p. 1)