Free Computer-Based Assistive Technology to Support Students With High-Incidence Disabilities in the Writing Process

Bouck, Emily C.; Meyer, Nancy K.; Satsangi, Rajiv; Savage, Melissa; Hunley, Megan

doi:10.1080/1045988x.2013.841116

Cited by 16 publications

(12 citation statements)

References 12 publications

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“…The teacher can take into consideration ways to facilitate the writing process. Some students benefit from drafting their writing on a computer and/or utilizing software that helps them organize or generate words (e.g., graphic organizer software; Bouck, Meyer, Satsangi, Savage, & Hunley, 2015). Students can also develop fluency with writing through the use of multimodal scaffolds, such as writing captions to images, describing their narratives orally, or recording their narratives before putting them in written format (Rao, Dowrick, Yuen, & Boisvert, 2009;Wolsey & Grisham, 2012).…”

Section: Applying Udl To Lesson Componentsmentioning

confidence: 99%

Using Universal Design for Learning to Design Standards-Based Lessons

2016

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The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop standards-based lesson plans. By "unwrapping" academic standards and applying UDL during the lesson planning process, teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials that address the needs and preferences of varied learners. General educators and special educators can use this process to develop inclusive lesson plans that address all learners, with and without disabilities.

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Section: Applying Udl To Lesson Componentsmentioning

confidence: 99%

Using Universal Design for Learning to Design Standards-Based Lessons

2016

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“…K-12 schools spent over 14 billion dollars on technology in 2018, up nearly 2 billion from 2016 investments (Education Week Research Center, 2017). Among these growing digital solutions are tools that support and facilitate the writing process, particularly for struggling learners and those individuals with disabilities (Bouck et al, 2015). While some tools might be deemed traditional assistive technologies (ATs), most are simply technology-based solutions (e.g., built into a keyboard, apps) that facilitate word generation, improve fluency, organize one’s thoughts, assist in generating ideas, work to address spelling challenges, and support the overall mechanics of writing.…”

mentioning

confidence: 99%

Underutilized Technology Solutions for Student Writing

Rowland

Smith

Lowrey

et al. 2020

Intervention in School and Clinic

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This article provides key considerations and step-by-step procedures useful for any teacher to use when planning to enhance their writing instruction with technology. This includes understanding current writing initiatives as well as recognizing the common behaviors of skilled and struggling writers. Four types of underutilized, yet commonly available technology families are described with associated online tool exemplars. These tools can be used during writing instruction across educational settings to support varying student needs. Recommendations are also made for a step-by-step approach to embedding technology within various components of writing (i.e., prewriting, research, drafting, editing, proofreading) that allows for implementation of writing strategies paired with commonly available technology. Finally, guidelines are shared to support teacher planning and implementation of effective writing strategies supported with technology.

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“…Likewise, a critical analysis could also be done with regard to computer access, particularly for students with learning disabilities, but also students with other high-incidence disabilities who can struggle with writing (Mason, Harris, & Graham, 2011; National Center for Education Statistics, 2011b). Computers offer much support to students with disabilities with regard to writing (Edyburn, 2006)—from planning (e.g., computer-based concept maps) to writing (e.g., word processors) and editing/revising (e.g., spell check; Bouck, Meyers, Hunley, Satsangi, & Savage, 2015). Yet, teachers reported only about 10% of students with disabilities had a computer listed on their IEPs (range 5.3% for students who are deaf–blind to 21.9% for students with multiple disabilities).…”

Section: Discussionmentioning

confidence: 99%

“…Yet, teachers reported only about 10% of students with disabilities had a computer listed on their IEPs (range 5.3% for students who are deaf–blind to 21.9% for students with multiple disabilities). Perhaps with the increase in free computer-based applications to support written expression for students with disabilities, an increase in the provision and use of computers might be seen in the IEPs of students with disabilities today (Bouck et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

A National Snapshot of Assistive Technology for Students With Disabilities

Bouck

2016

J Spec Educ Technol

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Assistive technology (AT)—included in the Individuals with Disabilities Education Act since 1990—supports students with disabilities. Yet, research repeatedly suggests an underutilization of AT. This study represents a secondary analysis of the National Longitudinal Transition Study-2 focused on understanding issues of AT for secondary (i.e., high school) students with disabilities. The study presents the self-reported and educator-reported rates of AT receipt by secondary students with disabilities, both aggregated and disaggregated by disability group. The results suggest low rates of self-reported and educator-reported AT access and/or use for secondary students with disabilities but higher rates of AT for secondary students with more low-incidence disabilities than students with more high-incidence disabilities.

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Free Computer-Based Assistive Technology to Support Students With High-Incidence Disabilities in the Writing Process

Cited by 16 publications

References 12 publications

Using Universal Design for Learning to Design Standards-Based Lessons

Using Universal Design for Learning to Design Standards-Based Lessons

Underutilized Technology Solutions for Student Writing

A National Snapshot of Assistive Technology for Students With Disabilities

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