Assistive Technologies to Support Students with Dyslexia

Autor/inn/en	Dawson, Kara; Antonenko, Pavlo; Lane, Holly; Zhu, Jiawen
Titel	Assistive Technologies to Support Students with Dyslexia
Quelle	In: TEACHING Exceptional Children, 51 (2019) 3, S.226-239 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059918794027
Schlagwörter	Dyslexia; Assistive Technology; Intervention; Technology Uses in Education; Reading Skills; Writing Skills; Spelling; Computer Oriented Programs; Computer Software; Literacy Education + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Schreibweise; Computerprogramm
Abstract	Individuals with dyslexia face numerous challenges in school and daily life. Although effective intervention may reduce those challenges (Mather & Wendling, 2011; Shaywitz, 2003; Snowling & Hulme, 2012), most individuals with dyslexia benefit from additional supports that allow them to learn and function independently. The term assistive technology (AT) refers to the services and devices that enable people with disabilities to accomplish daily living tasks; assist them in communication, education, work, or recreation activities; and ultimately, help them achieve greater independence and enhance their quality of life. The National Assistive Technology Research Institute found that although schools do tend to consider AT during individualized education program (IEP) meetings, it is less common that they follow through adequately with assessment, selection, implementation, and evaluation (Bausch, Ault, & Hasselbring, 2015). This may be because most members of the typical IEP team have had little or no preparation specific to why or how assistive technology may benefit learners with different needs despite the fact that such training is mandated within Individuals With Disabilities Education Improvement Act (IDEA) (Edyburn, 2004). AT for students with dyslexia most often mediates the disability in areas of challenge. Specifically, AT can mediate challenges with reading, writing, and spelling. AT helps provide options for students to access content and information in different ways. Text-to-speech software, for example, can be beneficial for students with dyslexia who exhibit weak decoding skills, low levels of fluency, and strong listening comprehension skills. Technologies are being developed more and more rapidly each year, and this is particularly true of technologies designed for individuals with dyslexia. One of the best ways to identify AT for students with dyslexia is for educators to speak with special education and technology experts in their schools or districts about what ATs are available and how others use them to support students with dyslexia. Research has suggested that AT may help mediate some of these challenges. Students with dyslexia benefit when teachers understand how AT may mediate their reading and writing challenges, acquire basic technical knowledge, and learn about specific ATs, strategies for locating ATs, and suggestions for how to support students in using ATs. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01