1. Literacy Technology for Struggling Writers in Inclusive Classrooms
Patricia M. Barbetta, Ph. D.
Linda Spears-Bunton, Ed. D.
Florida International University
Miami, FL

2. Technology Can Make A Difference
For people without disabilities, technology makes things easier; for people with disabilities, technology makes things possible.
(IBM, 1991)
This is true for writing too!

3. Two General Areas of Technology Learning Support
Assistive Technology (AT)
Universal Design for Learning (UDL)

4. Assistive Technology (AT)
ATs are often highly individualized
ATs emphasize the need for the students to change or improve to succeed with curriculum
ATs often require planning, implementation, and continual adjustments by a specialist
Examples: speech synthesizers, adapted switches, wheelchairs.
ATs are needed for some students with disabilities--those needing highly specialized systems

5. Assistive Technology (AT)
ATs help students overcome barriers on a
student-by-student basis
(not the focus of this presentation)
Go to to review ATs

6. Universal Design for Learning
Premise of UDL is that a curriculum should include alternatives to make it accessible & appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities.
UDL reflects an awareness of the unique nature of each learner and the need to accommodate differences
(Center for Applied Science and Technology website,

7. Need for UDL in Inclusive Classrooms
Wide-range of student diversity including
Cognitive, physical, cultural and social
In a diverse classroom, no single method or strategy can reach all learners.
Research estimates that up to 40% of students in any one classroom would benefit from adjustments to the “standard” curriculum. (Male, 2003)
Multiple methods are needed to achieve curricular goals. These must
bridge for ability gap
access different learning strengths

8. Need for UDL in Inclusive Classrooms (cont.)
When teachers apply universal design for learning (UDL) principles to curriculum, they
present concepts in multiple ways,
offer students multiple forms of expressing learning, and
provide a variety of options for learning.

9. Technologies that Adapt the Curriculum
may be utilized by a wide range of students with varying needs
have the capacity to adjust and modify the curriculum in a multitude of ways, making it accessible to students with diverse cognitive, physical and behavioral needs.
are easily implemented and regulated by general and special education teachers
With UDL, the curriculum is changed to meet the needs of a more diverse group of students.

10. Basic Writing Skills Curriculum
Identify topics
Find and use relevant sources and identify relevant information (which involves reading and/or listening skills)
Organize/outline thoughts
Fill in the details of an outline
Write drafts
Proof and correct drafts
Complete and present the final version

11. Technologies Useful for Adapting the Writing Curriculum
Digitized-text Technologies
Text is digitized to allows adaptations to printed materials (e.g, font size, color,background colors)
Text-to-speech (TTS) technologies
Typed text is read by computerized speech
Word Prediction Technologies
Software that “guesses” the word a student wants to type on the basis of the letters already typed
Word prediction can assist with “word finding” problems and spelling.

12. Technologies Useful for Adapting Literacy Curriculum (cont.)
Organizational Technologies
Tools for prewriting processes (e.g. brainstorming, organizing, outlining)
Speech Recognition Technologies
Dictation-- spoken word translated into written text
Computer Control-- control of the computer, and software applications by speaking commands
Alternate Writing Technologies
Computers
Adaptive keyboards

13. E-Reader Digitized text
Electronic text read aloud, including Web pages.
 Text is highlighted as it reads e-text aloud
 Control the way the electronic text looks
 Enter any text and have that text read aloud as you type

14. Reading Pen II TTS technology
Reads aloud a word or phrase passed over printed text.
Words are heard through a small, built-in speaker or through earphones.
Pen’s software dictionary has definition 200,000 words.
Useful for library research.

15. InfoScan Electronic Note Taker
Mobile device takes notes from almost any printed document, creating fully editable MS Word documents on the PC, PDA or any Windows application.
User scans and transfer printed text directly into a PC or scan (up to 500 pages)
Scan and put in TTS software

16. Write: Outloud TTS Technology
Easy-to-use word processor that gives immediate speech feedback as students type words, sentences and paragraphs.
As students draft their writing, they see and hear if their writing makes sense.
Can speak words and sentences, read whole entries, and repeat text as often as users desire.

17. Write: Outloud

18. Co:Writer 4000 Word prediction Technology
Co:Writer 4000 works on top of any word processor or program that accepts text.
As students type, it predicts words for the sentence, even if they use phonetic spelling.
Predicted words are read aloud to help students reveal their word options.

19. Co-writer 4000 Sample Page

20. Draft:Builder Organizational Technology
Used in creating a first draft: organizing ideas, taking notes and writing the draft.
It models the logical, progressive steps of draft-writing and displays a visual representation of the process.
The display gives students a framework to generate, manipulate and connect ideas and information.

21. Draft:Builder Sample Page

22. SOLO
SOLO™ combines Co:Writer®, Write:OutLoud® Draft:Builder®,— and introduces Read:OutLoud™!
One completely integrated solution to differentiate instruction and assist in the learning process

23. Kurzweil 3000 www.kurzweiledu.com
A a scanning, reading and writing solution for students with learning or reading or writing difficulties.
Scanned reading materials can be modified and be TTS delivered
Also had word prediction and integrated reference tools such as dictionary, synonyms, syllables, spell word, audible spell checking, and vocabulary list features.
Digitized text can be modified and read.

24. IntelliTalk III
IntelliTalk III is an innovative word-processing program that
combines speech, graphics, and text in ways that allow for flexibility of presentation and response.
Has digitized text, text-to-speech and word prediction technologies and more.
Spell check with auditory aid
Auditory feedback for letters, words, sentences
Ability to add recorded speech
Website:

25. UDL Features of IntelliTalk III
Visual Features: Digitized text can be programmed for different visual presentations
Easily adjust font size/style/color
Easily adjust background color
Include pictures for visual representation
Allows for highlighting words as it speaks or reads
Can select flash scanning highlights

26. UDL Features of IntelliTalk III
Speaking/ Reading Features
Can be programmed to speak each letter, word or sentence as it is typed. These settings can be mixed and matched.
Ability to add recorded speech
Can be programmed to read what has been written previously.
Reads original text and/or text scanned or cut-and-pasted from secondary sources: textbooks, websites.
Will also read word choices in spell check
Has integrated word prediction to assist in writing fluency.
Has built-in pronunciation editor (e.g. Baja = “baha”)
Can be programmed to read menus, dialogue boxes, palettes, text

27. Speech Recognition Technology
Students can create, edit, and revise documents and -even surf the Web by voice.
Free users from dependence on the mouse, keyboard and stylus for many applications.
Useful for students with writing challenges and those who have physical challenges

28. Inspiration 7.5 Organization technology
Integrated diagramming and outlining environments
Over 50 curriculum-aligned templates that inspire classroom quick-starts.
Visual and audio to support multiple learning styles including text-to-speech.
Templates include: Language Arts, Social Studies, Science: Planning

29. Inspiration Can Be Used Across the Writing Curriculum
Brainstorming
Webbing
Diagramming
Planning
Critical thinking
Concept mapping
Organizing
Outlining

30. Inspiration Lesson Page Diagram and Outline View

31. Inspiration: Built-in Language Arts Templates
Autobiographical Event
Book Comparison
Character Web
Comparative Analysis
Definition
Literary Comparison
Literary Web
Persuasive Essay
Poetic Analysis
Story Triangle
Textual Analysis
Vocabulary
Mythic Journey

34. Autobiographical Event Outline View

35. Inspiration for Palm OS
NEW organizational technology
Similar to Inspiration software-- integrated diagramming and outlining environments
Can sync with computer

36. Computers for Writing
Writing with a computer allows a student to concentrate on his or her ideas and leave the editing and/or re-writing for later.

37. How Computer Support the Writing Process
No more handwriting problems
Proofreading is easier because text is more legible
Less frustration with the tool's limitations
No more re-writes
Spelling and mechanics can be de-emphasized and moved to the end of the writing process
Organization can be dealt with easily by cutting and pasting and/or using outlining programs
Adapted from: Wanderman, R. (1990) Tips on Writing for People with Learning Disabilities

38. Alphasmart 3000/NEO/Dana Wireless
Alternate writing technology
Aphasmart is a portable full-size, full-feature keyboard
Useful for taking notes in class and/or writing first drafts
Different models with different features including wireless, run Palm OS software, internet capabilities

39. Final Suggestions Careful planning should precede technology purchases
General and special educators along with computer and technology specialists (and others as needed) should be included in making the curricular decisions.
Purchase software that provides many options (e.g., text-to-speech, word prediction, student assessment and tracking)
Download and use trial versions of software to assist in decision considerations

40. Final Suggestions (cont.)
Implement UDL literacy software/devices schoolwide
Install software on each instructional station.
Whenever possible, choose printed instructional materials that also have digitized options
Have students work in cooperative writing groups using UDL software/devices
Provide options for presentation of written paper

41. Final Suggestions (cont.)
Identify resources for any necessary scanning and OCR.
Use paraprofessionals or parent or student organizations
Develop a system to maintain scanned materials
Time to Learn
Teachers need instruction and time to learn how to use software and adaptive devices
Students need to time to learn how to use software and adaptive devices.
Students with special needs may need more instruction and guidance