| Abstract
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| Assistive Technologies and Software to Achieve Literacy Goals |
| by Michael O'Leary |
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It is interesting to reflect on computer technologies designed for people with disabilities that have been adopted for use with all students. Likewise, computer technologies that have been developed to assist mainstream students, often prove to be a very useful (and sometimes an essential) tool for students with a disability. This is very evident in the area of literacy. Talking word processors and word prediction software programs are very helpful literacy tools for students both with and without a disability. The increasing availability of electronic books is very beneficial for students with visual impairments, as well as those who are unable to turn pages.
The blurring of special needs and mainstream computer technologies is also evidenced by developers of solutions for students with disabilities, such as Don Johnston Inc and IntelliTools, catering increasingly for "struggling" students. That is to say students who are struggling not necessarily as a consequence of any known disability. This is very fortunate, however, because such companies know to include access alternatives for students with disabilities.
The ongoing debate about literacy teaching methods, has prompted a great deal of research and publication with respect to this subject. Considering factors described in the literature as contributing to students being "at risk" with respect to literacy, one cannot help but wonder how a student with a disability (be it physical, intellectual, visual or hearing impairment) ever acquires the ability to read and create text (as opposed to writing).
As well as looking at the various models for literacy learning, this presentation will offer an opportunity to investigate strategies, tools and a selection of the software available to assist with teaching literacy.
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| SUGGESTED READING
Benton, L. (1997). Connections for success: Young children, computers and software. Closing The Gap, Inc.
Bradley, M. (1996). Computer play for the very young: More than cause / effect. Closing The Gap, Inc.
Cunningham, P. M. & Allington, R. L. (1994). Classrooms that Work: They can all read and write. New York: Harper Collins.
Detheridge, T. & Detheridge, M. (1998). Literacy through Symbols.
London: David Fulton Publishers.
Feit, S. & Hoberman, C. (1998). Inclusive curriculum adaptations using IntelliPics. Closing The Gap, Inc.
Khalsa, A. (1995). Language Arts Keyboard Overlays for Disabled Students (Final Report No. 1 R43 HD31774-01. National Institutes of Health.
King-DeBaun, P. (1995). Babes in Bookland. Closing The Gap, Inc.
Hurley, K. & Shumway, P. (1997). Features of award winning software for special needs students. Closing The Gap, Inc.
Mead, M. (1995). Enriching the reading process with software.
Closing The Gap, Inc.
Metheny, R. (1997). Curriculum Adaptations: Improving student success.
Mourousias, M. (1998). How can I teach my struggling students to read?
Closing The Gap, Inc.
Musselwhite, C. & King-De-Baun, P. Emergent Literacy Success: Merging Technology and Whole Language for Students with Disabilities.
Rocklage, L. A. & Lake, M. E. (1998). Inclusion through infusion: A technology/curriculum partnership for all children. Closing The Gap, Inc.
Sharp, L. (1997). The write way with the AlphaSmart Pro. Closing The Gap, Inc.
Timms, J. (1998). Technology Outreach Time - TOT. Closing The Gap, Inc.
Walker, D. & Buford, R. (1997). Using computers to create content area enhancements. Closing The Gap, Inc.
Watson, A. J. & Giorcelli, L. R. (1999). Accepting the Literacy Challenge. Sydney: Scholastic
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| Paper type |
| Demonstration (45 mins) |
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Date submitted: Sunday, 17 September 2000
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