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Running Head: L. WIGGS – TECHNOLOGY AND LEARNING DISABILITIES

The Affects of Technology

On Students with Learning Disabilities

Luke Wiggs

Boise State University

L. WIGGS- TECHNOLOGY AND LEARNING DISABILITIES 2

ABSTRACT

The increased number of people in the United States that have been diagnosed with learning

disabilities, dictates the importance of applying a variety of methods to enhance the learning

experience. Educators should tailor the method of delivery to each student and use a

combination of constructivism and technology to allow students to learn the concept and retain

knowledge for longer periods of times. In this paper, you will see how technology allows

students with disabilities to learn concepts that previously were too complex. Students who have

difficulty with written words no longer have to struggle with “how to write”, rather the word

processor can solve the “how” and the student can focus on the “what”. Students who have

difficulty reading about something that doesn’t interest them, a computer can be used to read the

words allowing a student to grasp meaningful content. Applying critical theories on how to

teach and utilizing technology as a tool not only prepares young students for their adult life, but

it can also be use to motivate success for adults with disabilities.


Introduction

The world of special education is continuously changing. There are new ideas or concepts

consistently being introduced. Currently the special education world is focused on full inclusion

which advocates the No Child Left Behind Act. Most school systems are now trying to limit

their resource class settings and increase their co-taught or collaborative class settings. While

there are many pros and cons to this belief, it is the current trend in education. In recent years

there has been an increased importance of collaborative classes in special education due to more

diagnosis of learning disabilities. Today, roughly 40 million people or 15% of the United States

population has been diagnosed with varying degrees of a learning disability. In the field of

special education 50% of all students with an Individualized Education Program have a

diagnosed learning disability. Most individuals with learning disabilities are in the average or

above average intellect intelligence range as related to peers. Due to the increased number of

students with learning disabilities there has come the increased need for collaborative classes.

Most of these students don’t need the level of support that is offered in a resource class setting.

Just like Special Education and its growth throughout the years, the field of technology,

and its role in education has grown and evolved. Educational Technology can empower students

with learning disabilities with the tools they need to bridge the gap in the general education

classroom. “For students with learning disabilities (LD), technology can be an assistive tool

replacing an ability that is either missing or impaired,” (Quenneville, 2001).

In the next several pages this paper will explore how Educational Technology has

affected students with learning disabilities. In addition this paper will examine how students

with learning disabilities utilize the constructivist approach to learning through educational

technology programs and devices to improve their learning.


Constructivist Theory Defined

In education, the traditional classroom of pen and paper lectures is fading out, as new

theories have evolved. There are several different learning theories and all are supported and

proved to be effective through concrete evidence. One of the most prominent theories over the

last decade is the constructivist theory. In the article Constructivist Pedagogy, the author

Virginia Richardson explains constructivism is a “theory of learning or meaning making, that

individuals create their own new understandings on the basis of an interaction between what they

already know and believe and ideas and knowledge with which they come into contact,”

(Richardson, 2003, p. 1623-1624). In broader terms constructivism is when humans generate

knowledge and meaning from their experiences. In the Constructivist Learning Theory

instruction should focus on providing tools and learning environments which allow learners to

create their own meaning through multiple perspectives. All learners are unique and this is

especially true when it comes to individuals with specific learning disabilities.

Through constructivism a learner with a learning disability can create their own view or

meaning of the concept which has been presented. This idea of constructivism is important when

dealing with diagnosed learning disabilities because meaningful learning environments should be

created to allow the individual to be successful. In contrast to the constructivist view a student

were to copy down the definition of a word ten times, is this actually generating knowledge? Is

there anything for the student to connect to and relate to their own experiences? It is important

for individuals with learning disabilities to be able to make that connection so retention is

successful and regression is slowed over long periods of time. The Constructivist Theory

presents the importance of creating a learning environment in which students or learners with


learning disabilities can relate to the material, a learning environment is essential for successful

instruction.

Impact of Technology on Learning Environments

One of the most important factors for constructivism to be successful is the learning

environment. During the past several decades technology has grown, improved, and further

embedded itself in the educational environment. Technology has a major impact on the learning

environment, with the use of technology students are able to generate more knowledge and

meaning. In the article Technology and the Constructivist Learning Environment: Implications

for Teaching Information Literacy Skills the author Beth S. Woodard explained “ . . .

technology’s major impact on teaching and learning is that it changes the learning environment

from one of a scarcity of information to resources to one with an abundance of information

resources,” (Woodard, 2003, p.183). For students with learning disabilities technology gives

them different avenues to explore a particular topic. For example, if a student has weaknesses in

reading comprehension, the student would not be successful reading out of a book. However,

with technology, they could use technological resources and have a more prevalent learning

experience.

Technology is giving students a greater number of sources which enables them to use a

mixture of learning media to help create meaning or understanding. Woodard states that, “. . .

people have greater flexibility in choosing the learning modality in which they accomplish their

learning tasks through technology,” (p. 183). This being said, in a classroom, this gives students

options they can explore and take advantage of to help generate meaning of a topic. Technology

not only creates more environments to learn from but it also creates new attitudes toward

learning environments. In an environment that is technology rich students are more likely to


have a positive attitude toward learning because they find technology interesting. This is really

important when dealing with students with learning disabilities. Often times these students don’t

have attention spans as long as their peers. If you don’t grasp their attention quickly, they will

become disinterested. The interest that technology brings to the learning environment also

creates motivation for the learner to complete the task. While it has been proven that technology

impacts the learning environment for students with learning disabilities, it is important to

remember that technology will have very little impact if it is not integrated properly into a

meaningful curriculum. In the following paragraph the different roles technology plays in

education for students with learning disabilities will be expanded.

Technology Roles for Learning Disabilities

There are different specific learning disabilities an individual could have and there are

several different roles technology plays for students with learning disabilities. These roles

enable the student to be successful in the general education classroom setting. In addition it is

these roles that allow students to generate meaning through their own experiences, which result

in a successful learning environment. Educators need to understand the different roles for

technology within education in order to get the most out of technological services. In her article

Woodard explains four different roles technology has in education. The first role she discusses is

how technology is a medium for educational communication. She states that, “by providing

increased access to the instructor . . .communication technologies can provide students with

opportunities for joint problem solving and shared learning,” (p. 187). In the constructivist

theory the goal is for the learner to create meaning through their experience. Educators must

ensure they can provide feedback to students in a timely manner. For students with learning

disabilities the communication tool is vital. Students need to able to ask questions and get


answers within an allotted amount of time so as to not distract or discourage the student. The

second role Woodard discusses in her article is how technology can be used as a cognitive tool.

Technology gives students the power to process information quicker and more efficiently. In the

world of learning disabilities it actually makes some difficult tasks possible for students.

According to Woodard technology can “facilitate critical thinking and higher order

learning by supporting the deep and reflective thinking that is necessarily for meaningful

learning,” (p. 188). Through technology students are able to explore topics in greater depth than

they would in a text book. This in turn will allow them to generate more complex meanings for

specific concepts. Another role technology plays is that of a discovery system. The term

discovery system is simply a metaphor for the internet or World Wide Web. It is this discovery

system which gives the learner the ability to explore all aspects of a topic and form their own

meaning after detailed study and reflection. Without a learner even knowing, the internet

automatically accommodates their specific learning disability because it provides so many

different types of contexts. These are just a few broad roles technology plays for students with

learning disabilities. Assistive Technology is another role which has an important impact on the

student with learning disabilities.

Assistive Technology for Learning Disabilities

The most important role technology plays for students with learning disabilities is the

cognitive role. For students with disabilities technology empowers them to complete a task that

would have been impossible without technology. Assistive Technologies give students with

learning disabilities the power to complete the same task as peers without disabilities. There are

several assistive technology devices which are helpful to students with learning disabilities, but

not all devices are appropriate for everyone. Students with Specific Learning Disabilities


possess individual strengths and weaknesses and a device which may be helpful for one person

may not be for another. Whenever an assessment is made concerning whether a specific device

would be helpful it is vital to evaluate for devices relative to their strengths and weaknesses.

In the article Perspectives on Applications of Technology in the Field of Learning

Disabilities the author explains individuals with disabilities can use assistive technology devices

to; assist them in learning, make the environment more accessible, allow them to compete in the

workplace, enhance their independence and improve their quality of life, (Blackhurst, 2005). If

the environment is not accessible for the learner how can the learner ever create their own rules

or mental models that are vital for constructivism to be successful? Due to this need for

Assistive Technology, it is mandatory that Assistive Technology be considered for every student

who has in Individualized Education Plan (Blackhurst, 2005). Once an IEP team determines

there is a need for Assistive Technology, the IEP team will determine which device would allow

the learner to be most successful relative to their specific learning disability. When considering

what device to choose, the IEP team should remember the focus should be on what the device

does for a person, not on the device itself. Assistive Technology is merely a supportive tool for

students.

There are four main areas of learning disabilities; spoken language, written language,

arithmetic and reasoning. There are many different devices which can assist a student in these

four areas, some that have been proven such as word processors.

Word Processors and Portable Word Processors

Often times students who have Learning Disabilities in written expression get distracted

by the mechanics of writing instead of focusing on composition. Word Processors give students

the power to write freely and ignore errors in mechanics because they are aware the mistakes can


be quickly changed upon completion of the assignment. When using word processors in the

revision process, the learners are using the processor to guide the revision process and

simultaneously creating mental models about grammatical rules. Portable Word Processors are

much smaller than computers and allow the learners to easily transport the unit. They also

eliminate the distractions computers may cause.

Text Reading Systems

Text reading systems give learners with reading comprehension and written language

deficits the skills to complete the same task as their peers. If a student didn’t have these assistive

devices they would not be able to generate meaning about an assigned topic. What these devices

do is to allow text on the screen to be read aloud through the computers sound device. Most

devices allow hard copy text to be scanned in a read through the device. A device that is user

friendly is the Wynn Reader which gives the student an account and allows the student to access

their document from home or school. If a student were asked, to within the constructivist

framework explore several articles about a particular topic and then required to create their own

meaning of the concept, a student with reading disabilities would be unable to complete the task

without one of these devices.

These are only two of the Assistive Technology Devices which have been successful and

vital to students with learning disabilities. There are many more devices which are unbelievable

as aids to students with disabilities. Blackhurst states that, “. . . technology has the potential for

improving the education and quality of life of people with LD,” (Blackhurst, 2005, p.177). In

his article Blackhurst does point out the need for continued research about the selection of and

use of Assistive Technology devices which would best meet the needs of students with LD.


These devices and technology are not only useful for young learners but for adult learners as

well.

Motivating Adults with Learning Disabilities

Adults with learning disabilities present many educational challenges. Many tend to have

low levels of achievement in the areas of reading and writing. As discussed in the previous

section this is why Assistive Technology can be so important. Looking at this from a broader

sense and not from a technical perspective like Assistive Technology. It has been found that

individuals with disabilities in reading have a difficult time reading about something which does

not interest them. If a learner is un-motivated to learn or complete a task, how can they be

expected to be successful? How could an un-motivated learner construct or generate meaning

about a topic they don’t care about? The answer is simple, it would be difficult or near

impossible. What would be the case if the learner were an adult? We have all heard the saying,

“you can’t teach a old dog new tricks.” What if the old dog has a learning disability and is not

interested in the topic? Your chances now go from difficult to near impossible. When dealing

with students with learning disabilities there has to be new ways to motivate the learner. In the

article Websites as Educational Motivators for Adults with Learning Disability by Rachel

Johnson and John R. Hegarty they explain that teenagers and adults with mild to moderate

learning disability find computers to be very interesting, and that many of their interests are

suited for using the internet (Johnson & Hegarty, 2003). While the interest in the internet and

computer does harness increased motivation for this population of students they need to be

directed while on the computer to enable them to create meaning through their experience. To

help motivate, students should be encouraged to choose what they do and how much time and


effort they will put into it. In the article by Johnson and Hegarty they explain that in order for a

computer based learning environment to be successful it must satisfy a certain criteria.

Johnson and Hegarty (2003) study found the following:

The first is immersion. The learner should be totally engrossed in the activity. Play is

another important part of the learning process and can eradicate boredom and stress if

incorporated into computer-based exercises. Student choice allows the student to have

more control over the session, which again fosters motivation and engagement. (p. 480).

When learning requires students to guide their own projects it can be much more effective and

stimulating than traditional methods of teaching in which students work in textbooks and fill out

worksheets. Through the use of the internet we can ensure adults are motivated to complete a

project on their own and generate mental models of the concepts they are learning about. If this

happens there is a much better chance regression will not be shown over long periods of time.

Johnson and Hegarty (2003) state; “that materials on the World Wide Web, accessed through

multimedia computers, have the potential to offer such optimum learning experiences,” (Johnson

& Hegarty, 2003, p. 480). Educators who work with adults with learning disabilities have a

greater chance of supporting their students and encouraging learning if they use Internet-based

materials and programs like the World Wide Web.

The Internet and Learning Disabilities

In order for websites to be used effectively with students with learning disabilities it is

important to make sure the websites meet all the section 508 criteria for Web accessibility. Why

is it important for websites to be accessible? If websites are not accessible to individuals with

learning disabilities they will not be able to use the information they find and construct meaning

from it. In her article Making Online & CD-ROM Biology Teaching Resources Accessible to All


Learners she states that, “Section 508 of the Rehabilitation Act requires that there be access for

all to the federal government’s electronic and information technology (including Web Sites),”

(Littlefield, 2007, p. 11). While Section 508 has many guidelines a website should follow there

are some that are particularly important for learning disabilities. According to Littlefield 2007,

“a primary concern is that Web sites should be flexible in their design so that viewers can easily

customize a site to meet their particular needs,” (p.11). By allowing a student with a learning

disability to customize the site they are working on a web designer ensures the educator their

students will be able to work in a learning environment that is conducive for building mental

models and constructing meaning of a topic.

Conclusion

In conclusion, strong evidence shows technology, when teamed up with the constructivist

theory has a significant impact on learning disabilities. Technology is currently giving students

who, at one time, didn’t have a way to accomplish a task. Now they have the means to master

what they want to. Technologies impact on the learning disabled population will only go as far

as the teacher allows it to go. As technological advances continue to be made how can a

constructivist not be excited about the possibility have successfully serving all students with

disabilities?


References

Blackhurt, A. E. (2005). Perspectives On Applications Of Technology In the Field Of Learning

Disabilities. Learning Disability Quarterly , 28 (2), 175-178.

Johnson, R., & Hegarty, J. R. (2003). Websites as Educational Motivators for Adults with

Learning Disability. British Journal of Educational Technology , 34 (4), 479-486.

Littlefield, A. P. (2007). Making Online & CD-ROM Biology Teaching Resources. American

Biology Teacher , 69 (1), 9-13.

Quenneville, J. (2001). Tech Tools for Students with Learning Disabilities: Infusion into

Inclusive Classrooms. Preventing School Failure, 45 (4), 167-170.

Richardson, V. (2003). Constructivist Pedagogy. Teachers College Record, 1623-1640.

Woodard, B. S. (2003). Technology and the constructivist learning environment: Implications for

teaching information literacy skills. Research Strategies, 181-192.

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