Technology for Students with Learning Disabilities Chapter Three
Copyright © Houghton Mifflin Company 3-2 Overview Defining Learning Disabilities Instructional Approaches Uses of Technology in Content Areas
Copyright © Houghton Mifflin Company 3-3 Defining Learning Disabilities A discrepancy between ability and performance Categories include –Auditory-language –Visual-spatial –Motor-related –Organizational –Academic difficulty –Social skills disorders
Copyright © Houghton Mifflin Company 3-4 Instructional Approaches for Students with LD? Remedial Task analysis Project-based learning Direct instruction
Copyright © Houghton Mifflin Company 3-5 Advantages of Technology for Students with LD Individualized instruction –Focus on specific skill or task –Immediate feedback Interesting and engaging presentation Students have greater control over learning environment and work at own pace
Copyright © Houghton Mifflin Company 3-6 Technology in Content-Area Learning (Part 1) Reading –Phonemic awareness (software such as Earobics) –Basic skills remediation (Reading Blaster) –Integrated remedial instruction (READ 180)
Copyright © Houghton Mifflin Company 3-7 Technology in Content-Area Learning (Part 2) Written language –Word processing –Text to speech –Word prediction –Voice recognition –Keyboarding
Copyright © Houghton Mifflin Company 3-8 Technology in Content-Area Learning (Part 3) Mathematics –Practice skills –Integrated into problem solving Study skills and organization –Note-taking –Scheduling (with a personal digital assistant) –Brainstorming and concept mapping (with Inspiration) Interdisciplinary activities –Authoring programs, web-based learning
FIGURE 3.3 A screen from Inspiration An Example of Concept Mapping with Inspiration
Copyright © Houghton Mifflin Company 3-10 Summary Learning disabilities include a wide range of abilities and disabilities Students need specific instruction on deficit skills while enriching strengths Technology can support both remediation and enrichment