Multimodal Composing in Special Education: A Review of the Literature

Abstract

Focus on multimodal learning, especially composition, is increasing in K-12 classrooms, particularly among those whose populations are struggling academically. This shift toward multimodal learning also is evident in special education classrooms. This review explored multimodality and its impact on the composition practices of students with disabilities. Eleven empirical studies discussing research designs, research questions, and various sample characteristics were included. Themes from the findings and implications included the role of technology in instruction, its use in providing scaffolds, and its impact on student success. Additionally, several nonempirical articles advocating the use of multimodal composition were addressed. This review concludes with implications for teachers and researchers, focusing on the benefits of multimodal composition, particularly the underexplored area of digital video (DV) composition, for students with disabilities.

Inequitable variations: a review of research in technology, literacy studies and special education

“…Michael and Trezek, ; Price‐Dennis et al, ). We also read related reviews, such as Bruce et al's () review of multimodal composing in special education contexts, which, despite titular similarities, asked very different questions than we asked in our review.…”

Making Online Learning Accessible for Students With Disabilities

“…The combination of audio, video, text, and other means to convey meaning has the potential to provide students, with a range of abilities and disabilities, greater access to curricula and learning opportunities and additional ways to demonstrate their understanding when multiple options for student expression are made available (Bruce et al, 2013).…”

“…A prominent feature of digital learning environments is the ability to present content in multiple ways-one of the major principles of universal design for learning (UDL; Rose & Meyer, 2002). The combination of audio, video, text, and other means to convey meaning has the potential to provide students, with a range of abilities and disabilities, greater access to curricula and learning opportunities and additional ways to demonstrate their understanding when multiple options for student expression are made available (Bruce et al, 2013).…”

Assistive Technology for Students With Disabilities

“…Students with learning disabilities (LD) have increased access to academic, social, and extracurricular activities through the provision of AT (Dyal, Carpenter, & Wright, 2009) and have demonstrated increases in task attention and learning through the integration of technology such as electronic pens and iPads (Cumming & Draper-Rodriguez, 2013). Multimodal AT combining visual, audio, video, textual, gestural, and spatial modalities has increased access to the general curriculum and resulted in improvements in learning for students with disabilities (Bruce et al, 2013).…”