Please use this identifier to cite or link to this item:
Research Synthesis on Assistive Technology use by People with Learning Disabilities and Difficulties
|1191.pdf||146.27 kB||Adobe PDF||View/Open|
|1190.docx||179.87 kB||Microsoft Word XML||View/Open|
|Title:||Research Synthesis on Assistive Technology use by People with Learning Disabilities and Difficulties|
|Authors:||Roberts, Kelly Drew|
Stodden, Robert A.
learning disabilities or difficulties
voice recognition software
|Publisher:||University of Hawaii at Manoa -- Center on Disability Studies|
|Citation:||Roberts, K. D. & Stodden, Robert A. (2004). Research Synthesis on Assistive Technology use by People with Learning Disabilities and Difficulties. Review of Disability Studies: An International Journal, 2(2).|
|Series:||vol. 1, no. 2|
|Abstract:||In this article, we provide a synthesis of the literature available on the use of assistive technology (AT) by elementary through postsecondary education students with learning disabilities and/or difficulties. The synthesis addresses the following questions: 1. What types of AT are being used in educational and workplace settings? 2. What are the outcomes for students with learning disabilities and difficulties who use AT? 3. What types of AT, as used by students with learning disabilities and difficulties, necessitate additional research, and 4. Does the use of AT improve performance and retention rates? Answers to these questions are based upon analysis of seven articles found through an extensive literature search based upon the following criteria: (a) Empirical studies on AT; (b) Studies published in refereed journals; (c) Study participants attending elementary through postsecondary educational institutions; (d) Non-mainstreamed technologies (i.e. technology not used regularly by people without disabilities such as spell checkers, grammar checkers, word processing software, educational software); (e) Technology that is used to compensate for learning difficulties and not used to remediate, and (f) Study participants identified as having a learning disability or learning difficulty. Overall, the use of AT as a compensatory strategy by students with learning disabilities and/or difficulties was shown to be effective.|
|Appears in Collections:||
RDS Volume 1, No. 2|
Please email email@example.com if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.