New gadgets and mobile apps
introduced in the past few years are making reading, writing and math
more accessible to students with learning disabilities.
Text-to-speech apps like
Voice Dream Reader and
Notability
have changed the way students comprehend lessons in areas they normally
struggle, said Karen Janowski, an assistive technology consultant in
Boston. The apps magnify and “create more white space” around text or
recite text to readers.
Smart pens like
Echo
transcribe written word in specialized notebooks or the corresponding
tablet app into digital documents and record voice notes the writer may
leave.
“These gadgets are
essential,” said Janowski. She believes moving away from paper and into
digital formats, where text can be manipulated, is vital for students
with learning difficulties.
Five percent of students
in America have been formally identified as having learning
disabilities, according to the National Center for Learning Disabilities
(NCLD).The most prevalent of these is dyslexia, diagnosed in up to
three quarters of students with learning disabilities.
The NCLD estimates another 15
percent of school-aged children struggle with learning disabilities, but
have not been formally identified.
“These gadgets can give
students a sense of self-efficacy, being in charge of their own
learning,” said James H. Wendorf, executive director of NCLD. “For
students who have learning issues, the learning field is tilted against
them, so they’re going uphill.”
Giving an assist
The last five years have
seen several advances in assistive technology innovations in all areas
of disability. That's due in art to the “explosion” of mobile apps for
iOS and Android smart phones, said David Dikter, chief executive officer
of the Assistive Technology Industry Association.
“When I
would use my iPad in class I felt a little awkward, but I think I’ll
feel less awkward in college because everyone brings their technology.”
Students
with learning disabilities often feel afraid of appearing different
from their classmates. Ellie Quinn-Alger, an incoming 19-year-old
freshman at Curry College in Milton, Mass., was diagnosed with dyslexia
and began using assistive technology in eighth grade. Throughout high
school in Burlington, Conn., she used text-to-speech iPad apps like
Voice Dream Reader and
Read2Go, and speech-to-text computer programs like
Dragon Naturally Speaking.
“When I would use my
iPad in class I felt a little awkward,” said Quinn-Alger, “but I think
I’ll feel less awkward in college because everyone brings their
technology.” She said using programs like Voice Dream Reader on her iPad
help write her own essays and feel independent without an instructor
sitting next to her. Ellie likes using the
LiveScribe smart pen, which is less obvious than an iPad.
“The pen is small, and I don’t think people will notice,” she said.
Ellie’s reading teacher
and assistive technology instructor, Shelley Lacey-Castelot, believes
that apps for tablets and mobile phones vastly reduce the stress of word
decoding; the process of translating a printed word into sound that
many students with dyslexia struggle with.
“Text-to-speech apps
carve out sentences, make them better able to comprehend what they’re
reading,” Lacey-Castelot said. When she speaks to parents and students
about technology recommendations, she makes one thing clear:“Technology works best
when it’s intertwined with skillfully-provided instruction. That’s when
it’s going to be successful. If it’s not intertwined with that
methodology, it won’t be enough.”
Is technology a crutch?
The Family Center on
Technology and Disability in Washington focuses on creating programs
promoting learning disability awareness. Director Jaqueline Hess said
there is no single “best” product for students with learning
disabilities because the range is so broad.
“We have low-incidence
and high-incidence disorders, and autism is a spectrum disorder,” said
Hess, with the Center since 2001. “If there is technology that has made
perhaps the greatest impact recently, it’s tablets, mobile and smart
phone apps.”
Devices with assistive
technology capability like tablets and smart phones cost much less than
they do now. There wasn’t as large a market years ago, said Hess, and
text-to-speech or speech-to-text apps are interactive.
Learning disabilities,
said Wendorf of the NCLD, “cut through anger, frustration, and anxiety
when kids are struggling so hard to de-code information or comprehend,
to process or retrieve, lots of other things happen than academic and
social.
“One of the oppositions
to assistive technology is that it’s a crutch. To that, I would say, can
you pass me your glasses? Can you read this? Your glasses are not a
crutch,” said assistive technology consultant Karen Janowski. “It’s not a
crutch if it promotes success, confidence, and mastery, but mostly
independence.”