The Challenge of Accommodation in Higher Education: A Survey of Adaptive Technology Use in Ontario Universities

Abstract

This paper provides an overview of adaptive technologies currently being used in Ontario Universities. Results of this study may help disability service providers in Ontario in understanding the current challenges of training students with disabilities in using adaptive technologies as well as improving service delivery methods. Participants were recruited through a listserv and asked to answer an online survey. Data were analyzed using descriptive statistics and anecdotal narratives. Results indicated that students with learning disabilities are not familiar with adaptive technologies that would best suit their academic needs and that training in adaptive technology occurred on an individual basis or in small group settings as opposed to large groups. Participants indicated that they use low-cost equivalents and adaptive technologies housed in open laboratories in order to serve students with financial needs. Challenges faced by Assistive Technologists included: consistency in assistive technology use by the students they serve, effective training while semester coursework is in progress, and fitting individuals with very unique needs to the available technology. A series of best practices and accomplishments were identified by the participants.

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

“…Other survey studies like Gaiters-Fields (2005), Abreu-Ellis & Ellis (2006), Klemes et al (2006) reported only descriptive statistics.…”

“…All students ( n = 10) used AT, but self-funded their AT due to little support from the university. Abreu-Ellis & Ellis (2006) surveyed professionals who worked in disability services offices in 17 universities of Ontario, Canada. Most participants strongly agreed that incoming students with LD needed to be trained in using AT and indicated that their university provided this service on a one-on-one basis.…”

“…Survey studies like Abreu-Ellis & Ellis (2006) have documented the use of several types of AT accommodations for higher education students with LD: text-to-speech and voice recognition software, outlining programs, and various word-processing-based accommodations. But do these accommodations improve learning for students with LD, and how do they impact students’ educational experience?…”

Assistive Technology Use by Students With LD in Postsecondary Education

“…The distributive model tends to facilitate integration of students with LD into the mainstream student body and is consistent with the principles of universal instructional design, a dominant pedagogical format in postsecondary environments, which calls for multiple means of representation, action and expression, and engagement. However, the need for increased funding to effectively deliver this model and a lack of institutional resources (e.g., specific AT knowledge at different locations, space, staffing, and hardware requirements) have been found to be major impediments to the implementation of this model (Abreu-Ellis & Ellis, 2006). The central location model has been found to result in greater levels of student satisfaction and success as well as more efficient delivery of services when compared to a distributive model (Burgstahler, 1992).…”

“…However, it has been criticized for creating stigma in association with the use of AT through its sole and thus obvious point of distribution. Perhaps this is why the majority of postsecondary disability service providers in the United States (Burgstahler, 1992) and Ontario (Abreu-Ellis & Ellis, 2006) endorse the distributive location model of AT.…”