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Sounding Out Science: Using Assistive Technology for Students with Learning Differences in Middle School Science Classes

Sounding Out Science: Using Assistive Technology for Students with Learning Differences in Middle School Science Classes

Clement Vashkar Gomes, Felicia Moore Mensah
Copyright: © 2020 |Pages: 24
ISBN13: 9781799817574|ISBN10: 1799817571|EISBN13: 9781799817581
DOI: 10.4018/978-1-7998-1757-4.ch007
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MLA

Gomes, Clement Vashkar, and Felicia Moore Mensah. "Sounding Out Science: Using Assistive Technology for Students with Learning Differences in Middle School Science Classes." Mobile Devices in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 101-124. https://doi.org/10.4018/978-1-7998-1757-4.ch007

APA

Gomes, C. V. & Mensah, F. M. (2020). Sounding Out Science: Using Assistive Technology for Students with Learning Differences in Middle School Science Classes. In I. Management Association (Ed.), Mobile Devices in Education: Breakthroughs in Research and Practice (pp. 101-124). IGI Global. https://doi.org/10.4018/978-1-7998-1757-4.ch007

Chicago

Gomes, Clement Vashkar, and Felicia Moore Mensah. "Sounding Out Science: Using Assistive Technology for Students with Learning Differences in Middle School Science Classes." In Mobile Devices in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 101-124. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1757-4.ch007

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Abstract

With the current focus to have all students reach scientific literacy in the U.S, there exists a need to support marginalized students, such as those with Learning Disabilities/Differences (LD), to reach the same educational goals as their mainstream counterparts. This chapter examines the benefits of using audio assistive technology on the iPad to support LD students to achieve comprehension of science vocabulary and semantics. This research is composed of quantified data supported by qualitative information. Significant statistical evidence from pretest and posttest ANCOVA analysis reveals that audio technology is beneficial for seventh grade LD students when learning unfamiliar science content. Analysis of observations and student interviews support the quantified findings. This chapter provides useful information for the rising number of identified LD students and their parents and teachers by providing the benefits of using audio assistive technology to learn science. Audio assistive technology can be the tool to bridge the gap for LD students to achieve scientific literacy.

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