Technology for Students With Learning Disabilities in Class

Introduction to Technology and Special Education

In modern society, technology is increasingly integrated into education programs and practices for the purpose of facilitating learning for students with all forms of disabilities across all age groups. Specialized features built into these technologies help students overcome their unique challenges. As a result, students with disabilities are now able to interact more meaningfully with classroom technologies (Kirk, Gallagher, Coleman & Anastasiow, 2012, p. 240). Teachers are also able to customize content across various subjects to accommodate the varying needs and preferences of disabled students. Modern technologies and educational applications designed for students with learning disabilities emerge on a daily basis from teachers, researchers, curriculum developers, and parents (Winzer, 2005, p. 23). Sometimes they also emerge from students themselves. These factors contribute significantly to national dialogues on changes in instructional methodologies and policies that affect how and when technology is used in special education.

There are several categories of disabilities that may qualify a student for special education services supported by technology (Lindsey, 2007, p. 9). These include autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairments, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment (Kirk, Gallagher, Coleman & Anastasiow, 2012, p. 14). When determining the required accommodations for a specific student, parents, teachers, and the Individualized Education Program (IEP) team review and recommend suitable assistive technologies for that student.

Many students with learning disabilities are now benefiting from new features built into current technologies (Ivers & Pierson, 2003, p. 41). Current research indicates that the majority of students receiving special education services fall into the category of specific learning disability. The growing number of students with learning disabilities often experience difficulties with written expression, oral expression, basic reading skills, reading comprehension, listening comprehension, reading fluency, and mathematics calculation and problem solving.

Categories of Disability and Assistive Technology Tools

For most students with learning disabilities, these difficulties remain lifelong challenges. However, some students develop excellent compensatory skills that significantly improve their academic lives. The use of technology in assisting these students is a key factor in transforming disability into a learning difference (Lindsey, 2007, p. 337).

Technology resources that support students with learning disabilities are becoming more available; nevertheless, classrooms are still lagging behind. Current research shows that only 25% of students with learning disabilities have access to assistive technologies to support their instruction and learning (Winzer, 2005, p. 21). Specialized knowledge of assistive technology is necessary to meet the needs of students with specific sensory or motor disabilities.

Various innovative features in modern technology products customize learning inputs and outputs, support efficient use of study time, and facilitate effective communication — all of which help minimize student frustration. Assistive technology tools currently available on the market include abbreviation expanders, alternative keyboards, audiobooks and publications, freedom database software, personal FM listening systems, portable word processors, speech recognition programs, proofreading programs, screen readers, talking calculators, talking spell checkers, electronic dictionaries, variable-speed tape recorders, and word prediction programs, among others (Aitken, Fairley & Carlson, 2012, pp. 107–343).

Role of Technology in Supporting Student Learning

The use of technology to enhance learning is a highly effective approach for many students with disabilities (Lindsey, 2007, p. 245). Students with learning disabilities generally experience greater success when they are allowed to use their strengths to overcome their areas of difficulty. Assistive technology is available to support students with all kinds of disabilities, ranging from physical impairments to cognitive challenges (Winzer, 2005, p. 22). Assistive technology devices and equipment help students compensate for their specific learning deficits.

Current research and studies indicate that technology use is efficient and beneficial for students with disabilities (Lindsey, 2007, p. 314). Technology does not eliminate difficulty or cure learning disabilities; rather, it helps students reach their potential by capitalizing on their strengths while bypassing areas of weakness. For instance, students who struggle with reading but have excellent listening skills may benefit greatly from audiobooks (Kirk, Gallagher, Coleman & Anastasiow, 2012, p. 240).

Generally, the use of technology in teaching students with learning disabilities compensates for their areas of deficit. It is important to note, however, that using technology does not preclude students from receiving other remedial instruction aimed at addressing those deficits. One example of such remedial instruction is software designed to improve poor phonics skills (Higgins & Boone, 1997, p. 15). Students with learning disabilities may also use remedial reading software alongside audiobooks. In fact, research indicates that technology can help improve certain skill deficits such as reading and spelling. Furthermore, the use of technology increases student self-reliance and a sense of independence. Students who struggle in school are often overly dependent on parents, friends, siblings, and teachers for help with assignments; through technology, these students can experience academic success by working independently.

Technology in teaching addresses a variety of learning difficulties. Students who have difficulty composing written work can dictate their school reports and convert speech to text using specialized software. Students who struggle with mathematics may use hand-held calculators to keep scores while playing games with friends. Students with dyslexia may benefit from technology that reads their employer's training manuals aloud via the internet. Most technology tools assist students in the areas of listening, mathematics, organization and memory, reading, and writing.

Technological tools used to capture spoken words have a limitation in that they do not retain information independently (Lindsey, 2007, p. 314). These tools are useful in a variety of settings, such as classroom lectures or meetings with multiple speakers. In mathematics, technological tools play a significant role in assisting students with learning disabilities by helping them compute, align, organize, and copy mathematical problems on paper. With the support of visual and audio feedback, these students can set up and calculate basic mathematics problems more effectively (Winzer, 2005, p. 23).

Organization and memory support are significant in the academic lives of students with learning disabilities. Technological tools help students organize, plan, and keep track of calendars, contact information, schedules, task lists, and miscellaneous notes. These tools assist students in managing, storing, and retrieving vital information through hand-held devices and specialized software (Ivers & Pierson, 2003, pp. 8–37).

Reading is essential for every student, with or without a disability. With the introduction of technology, it has become easier for students with disabilities to strengthen their reading skills. Specialized technological tools assist students who have reading difficulties. Although each tool functions in a unique way, all assist students by presenting text as speech and helping them improve decoding, comprehension, and reading fluency.

In the area of writing, there is a wide range of technological tools designed to help students with disabilities (Aitken, Fairley & Carlson, 2012, pp. 87–111). Some of these tools help students overcome the physical challenge of handwriting, while others help students address difficulties with spelling, grammar, punctuation, organization, and word choice.

Information and communication technology (ICT) plays a significant role in enhancing the academic lives of students with learning disabilities by offering considerable potential for supporting lifelong learning for all types of learners (Winzer, 2005, p. 21). The application of ICT in special education consistently enhances integration, independence, and equal opportunities. It facilitates the inclusion of students with learning disabilities in society as respected, valued, and contributing members. ICT helps these students improve their independence and integration by eliminating socially constructed labels and disabling phenomena. Despite functional limitations, ICT has great potential to play a meaningful part in the learning process of students with learning disabilities (Winzer, 2005, p. 24).

Conclusion

The educational requirements of students with learning disabilities are wide-ranging. They need to acquire the same knowledge and skills as their peers while also managing additional limitations that affect their ability to access high-standard educational methods and instruction. There is often a substantial gap between intelligence and academic achievement for these students; however, it is important to note that students with learning disabilities have average intelligence and do not inherently require remediation of their intellectual capabilities.