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ASSISTIVE TECH TO SUPPORT STUDENTS WITH LD IN WRITING
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Assistive Technology to Support Students with Learning Disabilities:
What is the Best Way to Support them in Writing?
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Christine Quong
University of Alberta
EDU 575
03/26/2014
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ASSISTIVE TECH TO SUPPORT STUDENTS WITH LD IN WRITING
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Assistive Technology to Support Students with Learning Disabilities:
What is the Best Way to Support them in Writing?
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Exploring the most effective ways to support struggling writers in the classroom has been
an area of great interest to myself throughout the course of my educational career. Each year my
classroom has included a handful of students with a learning disability. I have utilized tools such
as: word prediction (Read & Write Gold) and speech recognition (Dragon Dictation) in order to
support these students with their writing. Over the years, through much trial and error, I have
experienced some successes along with a some obstacles when it comes to using assistive
technology for writing. Factors such as cost, support, training, and access have all been
obstacles when attempting to use these tools in the classroom. I will address what the literature
has to say about the use of word processing, word prediction, speech recognition and planning
tools to support students with learning disabilities in order to overcome challenges involved
when writing. Possible challenges and suggestions when implementing these tools will also be
examined.
What is Assistive Technology(AT)?
Assistive technology as defined in the Individuals with Disabilities Education Act (IDEA,
2004), refers to ‘‘any item, piece of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized, that is used to increase, maintain, or
improve the functional capabilities of a child with a disability’’ and is a related service to be
considered for students with disabilities as part of their Individualized Education Program (IEP)
(IDEA, 2004, Section 300.5), as cited in (Zascavage & Winterman, 2009).
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What is a Learning Disability(LD)?
According to the Learning Disabilities Association of Canada, LD refers to a number of
disorders which may affect the acquisition, organization, retention, understanding or use of
verbal or nonverbal information. These disorders affect learning in individuals who otherwise
demonstrate at least average abilities essential for thinking or reasoning. As such, learning
disabilities are distinct from global intellectual deficiency.
LD results from impairments in one or more processes related to perceiving, thinking,
remembering or learning. These include, but are not limited to: language processing;
phonological processing; visual spatial processing; processing speed; memory and attention; and
executive functions (e.g. planning and decision-making), (Learning Disabilities Association of
Canada, 2002).
Assistive Technology Tools
Word Processors
Word processors (i.e. Word, Pages, Google Docs, etc.) allow students to easily review,
edit, and revise their writing by inputting text via a keyboard. Word processors are also
beneficial for those students who have difficulty writing legibly. In a meta-analysis of writing
interventions, students with LD benefited more than comparison groups and had better outcomes
in writing when using word processing programs during the writing process (Graham & Perin,
2007), as cited in Courtad & Bouck, (2013). In his article, Reflections on Research on Writing
and Technology for Struggling Writers (2009), MacArthur noted that:
Word processing is the one aspect of writing technology that is supported by a
substantial research base. Meta-analyses of studies that compared writing
ASSISTIVE TECH TO SUPPORT STUDENTS WITH LD IN WRITING
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instruction with and without word processing have found moderate positive effects
on the quality of compositions with larger effects for low achieving students.
Hetzroni and Shrieber, (2004) found word processors for junior high students with LD increased
their writing performance in the areas of spelling, number of words written, and their ability to
produce legible text when compared to paper–pencil writings, as cited in Courtad & Bouck,
(2013). Compared with traditional paper and pencil writing, revising and editing written work is
much easier to do using a word processor. Revisions and edits are easier to make as you go
when using a word processor as it involves a simple click of a button or mouse. MacArthur
(2009), has suggested that the most important aspects to a successful writing instruction program
are allowing students choice in the topic, opportunities for students to publish their work and
receive feedback (from peers, teachers and outside readers), as well instruction in basic skills,
planning and revision.
Teachers can now take advantage of tools like Google Docs (a free cloud-based word
processing tool) to make publishing work and receiving feedback more effective. With Google
Docs students are able to publish their work online and receive ongoing timely feedback much
faster than traditional word processing programs. Students are able to easily share their writing
in Google Docs by e-mailing the people they wish to share their work with or by creating a
public link to it. Students and collaborators can access their Google Docs from any internet
enabled device and even view the edited timestamp. The convenience of Google Docs is a vastly
more efficient method to give students specific feedback as teachers can highlight and comment
on specific pieces of their writing. The accessibility to online documents means that feedback is
easy and likely to happen more frequently.
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Planning Tools
Struggling writers tend to skip steps such as planning, revising and editing, in the writing
process, (Santangelo & Olinghouse, 2009). Organizational software such as Inspiration helps
students to organize information better. Inspiration helps students to organize information and
ideas through a variety of "webs"or concept-maps on the computer screen. Brainstormed ideas
can be entered as visual organizers, which the program, then translates into outlines for the
students to follow while writing, Lewis, (1998). Studies have shown that using visual organizers
(eg. semantic maps, webs, and outlines) to plan the writing process significantly improves the
quality of writing for students with learning disabilities (Graham et al. 1998). Inspiration helps
students to organize information and ideas through a variety of "webs"or concept-maps on the
computer screen. Brainstormed ideas can be entered as visual organizers which the program then
translates into outlines for the students to follow while writing (Lewis 1998).
Word Prediction
Word prediction programs create suggestion lists based on text entered by the user.
Predictions rely on the statistics of word frequency within specific contexts and grade
level. For example, if you type the letter “g” it will give you a selection of common
words beginning with “g” (go, get, gap, got, give) which, when highlighted will be
placed into your word processing document (Zascavage & Winterman, 2009).
MacArthur, (2009), indicated that the best word prediction programs permit the user to adjust the
dictionary size, add vocabulary, and accommodate common spelling errors.
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In, Technology Supporting Written Productivity in Children with Learning Disabilities: A
Critical Review, Batorowicz looked at six single-case studies and one pre-post study evaluating
the impact of word prediction software on writing. They summarized that very small studies of
low levels of evidence reported mixed results regarding improvements in quality and length of
written products. While word prediction might provide support for writing it will be necessary to
look at the specific features/setup of the software in context of the individual children’s needs,
strengths, and weaknesses.
Word prediction programs can only be successful if the student is able to spell words
closely enough so that the word they are attempting to spell will come up on the suggestion list.
Students using word prediction software need to be able to recognize the words from the
suggested list. If the students reading capabilities do not allow for this, then word prediction
software is not the right choice for them.
Speech Recognition
Speech recognition programs convert students’ voice to text as they speak. Typically
teachers and paraprofessionals often act as transcribers for students with disabilities who require
additional teacher time completing assignments involving written communication (MacArthur,
1999), as cited in Gardner, (2008). Being the student who is unable to write on their own can
have negative effects on students’ self-esteem. Sometimes, students are required to leave the
classroom or be separated from the group when their work is being scribed for them. Speech
recognition software allows students to write independently and remain within the classroom. As
students move on to junior high and high school less educational assistance is provided within
the classroom. They will also be required to do written tasks on their own once they leave the
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school setting. The earlier this independence can be created the better. Students will need to
write independently and speech recognition software can help them achieve this goal. Creating
this independence in the students also frees up teacher and educational assistant time. Rather
than spending their time transcribing for a few students, educators could focus their attention on
instructing and guiding all students.
Hux, Manasse and Rankin-Erickson, (2000), found that students who use speech
recognition utilize more advanced vocabulary, focus less on spelling errors and give greater
attention to text and idea generation. Students can get caught up in the spelling and mechanics of
the task and their great ideas get lost before they have the chance to get them down on paper.
Speech recognition programs allow students, who take longer to physically write, to let their
thoughts flow out at a faster rate. This helps them in focusing more on their ideas than the
mechanics of the writing. Speech recognition programs break down barriers for students and
allows them to write independently, more efficiently and effectively.
There are some challenges to utilizing speech recognition tools in the classroom.
According to Regan, (1998), when using training software, the more you train, the better the
computer will understand your speech, including personal inflections and speech patterns, as
cited in Gardner, (2008). Teachers need to make sure that they allow students adequate time and
support to train with the speech recognition software before their students use it regularly for
writing. Multiple training sessions are required for the software to adequately recognize the
students' voice. As well, students will need time and training to utilize the voice commands to
operate the program more efficiently. Students that have trouble with speech may not be
successful with speech recognition software as it will often not type the words they intended.
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Students must learn to speak clearly when using this software. One of the problems when using
speech recognition programs in a regular classroom is it would pick up other voices and sounds
and would then output incorrect text. Fortunately, the speech recognition technology has
advanced so that if the student trains in the environment that they will be using it in, it will
recognize their voice apart from the other sounds around them. Cost continues to be a factor in
utilizing speech recognition software. Although, our school division was able to acquire a
district license so all students have access to the WordQ SpeakQ program, students require a
microphone headset to be able to use the speech recognition portion of the program. Some
schools have invested in class sets of headsets for their labs while others make it the
responsibility of the students to purchase the headsets.
Even buying the correct headset has been an issue in our schools as only certain headsets
work with certain computers. In bigger schools they have multiple carts with differing headset
plugins. It would be ideal if students could use the usb headsets for all computers but
unfortunately there is a delay when they use this type of headset. I have recently learned that this
is because the student training files had to be moved off the C drive since students cannot have
access to that drive. Consulting your IT department is always a good idea when making
technology purchases, especially higher cost items. Often they have insight that teachers do not
understand about infrastructure that needs to be taken into account.
What Challenges Should be Considered when Implementing an Assistive Technology for
LD Students Struggling with Writing?
Cost Until recently, it has only been possible to offer assistive technologies to students with the
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most severe challenges because of the high cost of hardware and software. This year, my school
division has been able to purchase a district licence for WordQ SpeakQ. WordQ SpeakQ
software includes word prediction, text to speech and speech recognition tools. The site licence
is for all students, for school and home use. Decreases in the cost of hardware also make
computers much more readily available to students, as schools can afford to purchase more of
them. Policies such as Bring Your Own Device (BYOD), can also bring down the cost of
hardware for school budgets. As more schools move to BYOD policies and spend less on
hardware, the better they are able to afford programs such a WordQ/SpeakQ.
Support & Training
Education professionals require support and training to assist their students in using these
tools effectively. When opportunities to attend formal training sessions arise, teachers and
educational assistants should take the opportunity to learn more about assistive technologies.
Self training to use these tools by reading or watching tutorials is also a great option for some
people. Like all technology, assistive technologies are changing at a rapid rate and educators
need support to keep up with these changes in order to provide the needed support to their
students.
Safe and Caring Classroom
Providing a caring and understanding classroom community is vital to the success when
implementing assistive technology for students. When only a few students have access to these
tools many are unwilling to fully engage as it alienates them from the rest of class. If possible, it
is best to provide these tools to all the students in the classroom so that it is an option for
everyone not just for the students who are struggling. According to CAST, UDL provides a
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blueprint for creating instructional goals, methods, materials, and assessments that work for
everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be
customized and adjusted for individual needs. A classroom that employs the principals of
Universal Design for Learning (UDL) is one way teachers can accomplish a more caring and
understanding classroom. All students in a UDL classroom are encouraged to use a variety of
tools to help them best represent their learning. This creates a more accepting classroom climate
for utilizing assistive technologies. Although, the assistive technologies discussed in this paper
should be offered as a choice to all students in a class, the assistive technology needs to match
the user. When recommending technology we need to carefully consider multiple factors such as
the age, cognitive level, and previous experience of the child. The specific design and set-up of
the technology and the available of instructional resources and supports in the child’s
environment, Batorowicz, Missiuna, & Pollock, N. A. (2012). Although, it is beneficial to offer
tools like WordQ/SpeakQ to all students, to minimize the stigma of those needing the tools,
teachers need to help guide students in recognizing that they should be selecting the tools that
work best for them as learners.
What Considerations are There for the Future of These Technologies?
Cloud Computing
Cloud computing is making it possible for these programs to be operated through the
cloud. Through tools such as the Chrome browser students can now customize their experience
using extensions such as Read & Write Google and Voicenote. Extensions are attached to
individual accounts and are loaded from the cloud when they login. These are attractive features
to schools as educators no longer have to put in requests through their IT department to have
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software loaded to the students’ devices. Often times teachers must wait long periods of time
before someone can load specialized software to their computers. As well, when software
updates become available there is another wait involved in to get that done. With the Chrome
browser these extensions are automatically updated in the cloud. No more long waits for IT
requests makes these products much more user-friendly. Users are able to access these
extensions easily at home or at school as long as they have access to the Chrome browser.
Social Media
Social media is changing the way people communicate. Much of students' online activity
involves some sort of social media (i.e Facebook, Twitter, Instagram, Snapchat, Blogs, etc).
Many teachers have begun utilizing social media in their classrooms to improve engagement and
reach out beyond their school. According to MacArthur, Graham, & Schwartz, (1991), peerediting strategies can provide a meaningful social context for writing and be motivating when
coupled with technology. Teachers can take advantage of the high engagement in social media
by incorporating it into their classrooms and lessons. Recently, I have been exploring the use of
Kidblog to allow students to publish their written work online. I have used it in the classroom in
place of journaling as well as having students create a digital portfolio of their work across
subjects. I have noticed high engagement in my students when they know their classmates will
be reading their work and giving them feedback. Through connections made with other
educators and classrooms on Twitter we were also able to connect our blogs to classes around the
world. This gave my students a much wider audience for their writing. Will the use of social
media will have any effects on the writing of students with learning disabilities?
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Bring Your Own Device (BYOD) Policies
Many schools are moving towards Bring Your Own Device (BYOD) policies. Most
students own some sort of device and schools are taking advantage of this. Schools can bring
down the costs of technology hardware by allowing students to bring devices they already own
to school to use in class. With a cost savings in hardware, schools could then invest more in
assistive technology programs like the ones I have discussed in this paper.
Conclusion
Throughout review of the literature it is evident that assistive technology alone is not the
best way to support struggling writers. Although the technology is continuing to advance
educators will always need to provide sound instruction for students to improve their writing.
Simply offering a new assistive technology will not improve students’ writing. MacArthur,
2009, found that technological tools by themselves have little impact on learning, especially for
struggling learners; rather, learning depends on a combination of the technology and instruction
designed to help students take advantage of the capabilities of the technology.
More research needs to be done in this area. Technologies evolve so quickly that it is
difficult for the research to keep up. Before the research has been done the technology has
already changed again.
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References
Batorowicz, B., Missiuna, C. A., & Pollock, N. A. (2012). Technology supporting written
productivity in children with learning disabilities: A critical review. Canadian Journal of
Occupational Therapy, 79, 211-224. doi: 10.2182/cjot.2012.79.4.3
CAST. What is Universal Design for Learning? Retrieved March 28, 2013, from http://
www.cast.org/udl/index.html
Courtad, C., & Bouck, E. C. (2013). Assistive Technology for Students with Learning
Disabilities. Advances In Special Education, 25153-173. doi:10.1108
S0270-4013(2013)0000025011
Graham, S., K. R. Harris, C. MacArthur, and S. Schwartz. 1998. Writing Instruction: Use of
Technology. Learning about Learning Disabilities, 2d ed., edited by B. Wong, 410-14.
Burnaby, BC: Academic.
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students.
Journal of Educational Psychology, 99, 445–476.
Gardner, T. J. (2008). Speech Recognition for Students with Disabilities in Writing. Physical
Disabilities: Education And Related Services, 26(2), 43-53.
Hetzroni, O., & Shrieber, B. (2004). Word Processing as an Assistive Technology Tool for
Enhancing Academic Outcomes of Students with Writing Disabilities in the General
Classroom. Journal of Learning Disabilities, 37(2), 143–154.
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Hux, K., Rankin-Erickson, J., Manasse, N., & Lauritzen, E. (2000). Accuracy of Three Speech
Recognition Systems: Case Study of Dysarthric Speech. Augmentative and Alternative
Communication, 16, 186–196.
Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446 (2004).
Learning Disabilities Association of Canada. (2002). Official definition of learning disabilities.
Retrieved from http://www.ldac-acta.ca/learn-more/ld-defined/official-definition-oflearning-disabilities
Lewis, R. B. 1998. Assistive Technology and Learning Disabilities: Today’s Realities and
Tomorrow’s Promises. Journal of Learning Disabilities, 31 (1): 16-26.
MacArthur, C. A., Graham, S., & Schwartz, S. (1991). Knowledge of Revision and Revising
Behavior Among Students with Learning Disabilities. Learning Disability Quarterly, 14,
61–73. doi:10.2307/1510373
MacArthur, C. A. (2009). Reflections on Research on Writing and Technology for Struggling
Writers. Learning Disabilities Research & Practice (Wiley-Blackwell), 24(2), 93-103.
doi:10.1111/j.1540-5826.2009.00283.x
Regan, T. (1998). Computer, Listen to Me About My First Draft. Christian Science Monitor,
90(132), 5.
Santangelo, T., & Olinghouse, N. G. (2009). Effective Writing Instruction for Students Who
Have Writing Difficulties. Focus on Exceptional Children, 42(4), 1–20.
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Zascavage, V., & Winterman, K. G. (2009). What Middle School Educators Should Know About
Assistive Technology and Universal Design for Learning. Middle School Journal, 40(4),
46-52.

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