Inclusion of Digital Literacy Skills in Transition Planning for Students With Intellectual Disabilities

Baxter, Abigail; Reeves, Linda M.

doi:10.1177/01626434221120416

Cited by 9 publications

(3 citation statements)

References 29 publications

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“…Prior literature has emphasized the importance of assessing and targeting students’ digital literacy for educational and post-secondary employment purposes, as well as the ability to navigate the use of technology in the wake of the pandemic (Kaya et al, 2021 ); however, technological literacy has not yet been formally integrated into transition planning for autistic youth. While Baxter and Reeves ( 2022 ) provide guidance related to how students with intellectual disability can be taught digital literacy skills in postsecondary education, further research is needed to determine the specific needs of the autistic population related to digital literacy and transition programming.…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth

Albright

Fok

DeLucia

et al. 2023

J Autism Dev Disord

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The coronavirus (COVID-19) pandemic has caused widespread disturbances in many human and social service programs. Several studies have examined special education programming adaptations since the onset of the pandemic; however, there has yet to be documentation of pandemic-related changes to transition programming and the impact of these changes for autistic youth. The purpose of this qualitative study was to examine changes in transition programming for autistic youth amid the changing educational landscape. We conducted 12 interviews with caregivers ( n = 5) and school providers ( n = 7) about transition programming for autistic youth and the COVID-19 impact to these services. The pandemic had positive and negative effects on many aspects of transition programming, including student-focused planning, student development, interagency and interdisciplinary collaboration, family involvement, and program structure and attributes. Elucidation of the ways that the COVID-19 pandemic impacted transition programming from the perspectives of multiple stakeholders has important implications for school personnel and can help to inform the future directions for the field of transition programming research. Supplementary Information The online version contains supplementary material available at 10.1007/s10803-023-06009-3.

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Section: Discussionmentioning

confidence: 99%

A Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth

Albright

Fok

DeLucia

et al. 2023

J Autism Dev Disord

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“…The team is also supposed to possess the ability to challenge outdated ideas regarding the transition process on the part of families of children with disabilities (Cheatham et al, 2013). Special education teachers should integrate the skills of using technology in individual educational plans so that students are enabled to utilize various technological gadgets such as computers, smartphones, and tablets for a variety of reasons to accomplish academic, social, entertainment, and professional missions, which eases their transition afterward (Baxter & Reeves, 2023).…”

Section: Mahmoud Mohamed Eltantawymentioning

confidence: 99%

A Study of the Requirements Availability for the Successful Transition of Students with Intellectual Disability to the Post-School Stage from their Teachers’ Perspective

Eltantawy

2023

IJSE

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The transition of students with intellectual disability to the post-school stage is considered of great importance to them as well as their families, and it needs some requirements to be carried out successfully. That is why the present study aims to recognize the extent of the availability of successful transition requirements to help these students transfer to the post-school stage based on the perspective of their teachers, as well as to identify the differences between these requirements according to the type of school where teachers work (public, private center), the gender of the students (males, females), and the severity of the disability (mild, moderate and severe). The study sample consists of 317 male and female teachers of students with intellectual disability in Egypt. To collect data, the study relies on a questionnaire of the requirements for transitioning students with intellectual disabilities to the post-school stage (prepared by the researcher). The study’s findings disclosed that the degree of availability of the requirements for transferring students with intellectual disabilities to the post-school stage showed an overall average degree of availability and that the degree of availability of conditions varied about the four subdimensions. The study recommended the necessity of conducting more study related to the transfer of students with intellectual disabilities, improving their transitional plans, developing legislations that guarantee their transfer, and paying attention to the professional development of teachers concerning the transfer of these students.

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“…Nevertheless, studies indicate that AT, which has been successful for students with reading difficulties in general, may be equally beneficial for students with intellectual disability (Afacan et al, 2018;Perelmutter et al, 2017). Recent research shows promising results where technologies such as text-to-speech (TTS) and speech-to-text (STT) have been used to improve reading and writing skills in students with intellectual disability (Alqahtani, 2020;Baxter & Reeves, 2023;Bruno et al, 2020;Kambouri et al, 2023;Matre & Cameron, 2022). Studies show that both TTS and STT can be effective in supporting reading and writingrelated skills and can increase students' self-esteem and social skills (Alqahtani, 2020;Kambouri et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Assisterande teknik - att ta till sig och producera text: Ett stöd för elever i anpassad grund- och gymnasieskola

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Many students with intellectual disability experience significant difficulties in assimilating written text through reading and even more struggle with writing. This dissertation aims to investigate whether assistive technologies such as text-to-speech and speech-to-text contribute to providing more opportunities for students with intellectual disability to assimilate and produce text. The first study in the dissertation was a crosssectional study that examined reading and listening comprehension abilities among 70 students with mild or moderate intellectual disability in the age group of 16 to 22 years. The results showed that the students had weak decoding and reading comprehension skills and better listening comprehension. This was particularly evident for students with moderate intellectual disability. In the second study, five fourth-grade students with mild intellectual disability received a decoding intervention. Using a single-subject design, the study demonstrated that all students increased the number of decoded words after the intervention, albeit to varying degrees. For some students, additional decoding training could prove beneficial, while others require alternative approaches. The third study employed a quasi-experimental wait-list control group design involving 41 students with mild or moderate intellectual disability in upper secondary school for pupils with intellectual disability. The purpose was to investigate whether the students further increased their listening comprehension abilities after a period of intervention with text-to-speech. Additionally, there was an interest in monitoring the development of decoding skills during the intervention. The results confirmed that the students assimilated text better through listening and improved even further with listening comprehension training, but no significant differences were found. The students also improved in decoding despite not specifically training for it. The fourth study utilized a single-subject design with four students with mild intellectual disability aged 10 to 14 years. The students were trained to use speech-to-text to produce words and sentences in writing. Three of the students could hardly produce anything in writing via handwriting, while one student could read and write traditionally. However, the results showed that all students increased the number of produced words and sentences and their text quality compared to writing by hand or keyboard. In summary, the results of the four studies demonstrate that many students with intellectual disability have significant difficulties assimilating and producing text through reading and writing traditionally. Most of the students also demonstrated better listening comprehension than reading comprehension. When alternatives such as text-to-speech and speech-to-text were provided, the conditions for understanding the content of written text and the opportunities for producing written text improved. An important conclusion that can be drawn from the studies is also that students with moderate intellectual disabilities may be assumed to face greater difficulties than they actually do if they are only offered traditional reading and writing methods.

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Inclusion of Digital Literacy Skills in Transition Planning for Students With Intellectual Disabilities

Cited by 9 publications

References 29 publications

A Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth

A Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth

A Study of the Requirements Availability for the Successful Transition of Students with Intellectual Disability to the Post-School Stage from their Teachers’ Perspective

Assisterande teknik - att ta till sig och producera text: Ett stöd för elever i anpassad grund- och gymnasieskola

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