Abstract
Writing is an important skill needed for success in education, social communications, and employment. Yet many students with disabilities struggle with writing. They may experience difficulties with handwriting, spelling, sentence writing, fluent writing, and/or revising and editing. The reasons for the challenges vary just as the characteristics of disabilities vary. Some students with disabilities struggle with the motoric aspects of writing while others struggle with the self-regulatory and cognitive aspects. The use of technology and assistive technology can improve student access and performance in writing. An interdisciplinary approach evaluating the barriers in writing, possible solutions, and progress with assistive technology implementation can create effective assistive technology solutions to increase writing achievement.
TopBackground
Assistive technology (AT) is ever-changing with advances in computer technology including hardware and software. Some specialized software and physical tools which previously removed barriers or increased access are now embedded in computer technology for use by anyone who needs them. These readily available, embedded elements represented under the universal design for learning framework have increased access for students with disabilities to various technologies and will be addressed within the chapter.
Key Terms in this Chapter
Self-Regulation: The ability to monitor and manage one’s own thoughts and behaviors without intervention from others.
Low Incidence Disabilities: A vision or hearing loss, deaf-blindness, significant cognitive impairment, physical and neurological disability, or multiple disability for which personnel with highly specialized skills and knowledge are needed in order to meet the needs of the child. 20 USC 1462 §662 (c)(3) IDEA.
Haptic: Sense of touch.
Rapid Automatic Naming (RAN): The ability to quickly name aloud a series of letters presented in random order.
Extensive Support Needs (ESN): Includes students with moderate to severe intellectual disabilities, multiple disabilities, and students with autism with intellectual disabilities who qualify for alternative assessments. These students need extensive and pervasive supports across academic and daily living areas.
Fine Motor: Movement, strength, and coordination of the small muscles in the fingers, hands, and wrists.
Proprioceptive: The sense that perceives the position or movement of the body.