Helping Persons with Disabilities to Become Literate Using Assistive Technology

Abstract

Face-to-face communication supports for persons with disabilities appear to be more readily available than the assistive technology, educational, and policy-based strategies needed to develop the written communication abilities of this population. Changes in understanding of how one becomes literate, as well as advances in assistive technology development and use, open doors to building needed supports for helping persons with disabilities to become as literate as possible. The current article summarizes and synthesizes the existing research on assisting persons with disabilities to become literate, highlighting the use of assistive technology to help achieve this goal. Policy development and implementation toward this end is also discussed.

The Effects of Assistive Technology on Students with Disabilities

“…Until recently many researchers have shown interest in the field of assistive technology and special education. A vast majority of the research has mainly focused on the usefulness of assistive technology in special education (Howell, 1996;Lankutis & Kennedy, 2002;Merbler et al, 1999), inclusive classroom (Merbler et al, 1999), separate disability categories (Bryant & Erin, 1998;Ludlow, Foshay, Brannan, Duff, & Dennison, 2002;Mirenda, 2001;Pierce & Porter, 1996;Pratt, 2003;Weikle & Hadadian, 2003), proposed solution (Jackson, 2003;Murry & Murry, 2000), and faculty development and needs assessment (Bryan, Taylor, & Hinojosa, 2002;Franklin & Beach, 2002;Goodale, Carbonaro, & Snart, 2002). Only one literature provided a comprehensive view of some disability categories (Duhaney & Duhaney, 2000) and one book provided information on assistive software.…”

Students With Severe Speech and Physical Impairments

“…When the amendments were enacted, it was assumed that federal support would enable local school districts to comply with the new provisions. There is a current trend to reduce access to public funds and to prioritize for cost effectiveness in service delivery systems (Pierce & Porter, 1996).…”

“…The mere fact that such equipment can enhance quality of life may not be sufficient reason for public or private funding. Direct relation-ships between educational achievement, employment opportunities, and the decreasing need for residential support may be needed to justify assistive technology (Pierce & Porter, 1996). However, decisions based solely on cost effectiveness are not legal and perhaps not moral.…”

“…Limited instruction has been delivered predominantly in small-group settings, with little peer interaction and frequent interruptions for noninstructional activities and services. The term literacy also encompasses the ability to engage in meaningful communication with others using the skills of reading, writing, listening, and speaking (Pierce & Porter, 1996). Without the ability to communicate clearly, learning opportunities are limited.…”

Integrated Communication and Literacy Instruction for a Child with Multiple Disabilities

“…Further, the disability research community has been increasingly concerned with the full inclusion of children who have severe disabilities, but literacy instruction has received little or no attention (see, e.g., Calculator & Jorgensen, 1994;Downing, 1996;Haring & Romer, 1995;Stainback & Stainback, 1996). Public schools attempting full inclusion and trying to teach all children to read and write find the task daunting, particularly when faced with children requiring assistive technologies in the classroom (Pierce & Porter, 1996).…”