Using Assistive Technology Adaptations to Include Students with Learning Disabilities in Cooperative Learning Activities

Abstract

Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

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

“…Alper & Raharinirina (2006) yielded 96 articles. Bryant & Bryant (1998) yielded 98 articles. Freeman et al (2005) yielded 96 articles.…”

Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs

“…Technology can adapt and individualize mathematics instruction for students with special educational needs (Bryant & Bryant, 1998; "National Council of Teachers of Mathematics", 2000), provide students with a variety of individualized math instruction tailored to their characteristics, and increase students' performance (Hasselbring, Goin, & Bransford, 1988;Symington & Stranger, 2000). Interaction with technology makes students actively participate in the learning process, improves instruction understanding, and improves learning outcomes (Chou, 2003;Crowther, Keller, & Waddoups, 2004;Hinostroza & Mellar, 2001).…”

Commentary on Early Identification and Intervention for Students With Mathematics Difficulties

“…Thus, core (Tier 1) mathematics instruction, which centers on reform-based standards, may indeed need instructional boosts or adaptations for those students initially identified as struggling with mathematics skills that are most predictive of mathematics failure. Bryant and Bryant (1998) proposed an adaptations framework as a means for identifying appropriate adaptations for students with disabilities. Initially linked with identifying assistive technology adaptations, the conceptualization of the adaptations framework was expanded to identifying appropriate reading adaptations (i.e., differentiating instruction) for elementary (VGCRLA, 2001) and secondary (VGCRLA, 2002) struggling readers.…”