What is learning disability?

A learning disability is a neurological condition which

affects the brain's ability to send, receive and process
information.
A child with a learning disability may have difficulties in
reading, writing, speaking, listening, understanding
mathematical concepts and with general
comprehension.
 What is an AT for learning
disability?
AT for kids with LD is defined as any device, piece of
equipment or system that helps bypass, work around or
compensate for an individual's specific learning deficits.
Over the past decade, a number of studies have
demonstrated the efficacy of AT for individuals with LD.
AT doesn't cure or eliminate learning difficulties, but it
can help a child to reach their potential because it
allows them to capitalize on her strengths and bypass
areas of difficulty. For example, a student who struggles
with reading but who has good listening skills might
benefit from listening to audiobooks.
 Symptoms for learning disability
Some of the symptoms of learning disorders are
Difficulty telling right from left
Reversing letters, words, or numbers, after first or second grade
Difficulties recognizing patterns or sorting items by size or shape
Difficulty understanding and following instructions or staying
organized
Difficulty remembering what was just said or what was just read
Lacking coordination when moving around
Difficulty doing tasks with the hands, like writing, cutting, or
drawing
Difficulty understanding the concept of time
 Examples of learning disorder

Examples of learning disorder include:

Dyslexia – difficulty with reading
Dyscalculia – difficulty with math
Dysgraphia – difficulty with writing

Children with learning disorders may feel

frustrated that they cannot master a subject
despite trying hard, and may act out, act helpless,
or withdraw.
Reports of children having certain
disabilities
 Treatment for Learning Disability
Children with learning disorders often need extra
help and instructions that are specialized for them.
Having a learning disorder can qualify a child for
special education services in school. Schools usually
do their own testing for learning disorders to see if a
child needs intervention. An evaluation by a
healthcare professional is needed if there are other
concerns about the child’s behavior or emotions.
Parents, healthcare providers, and the school can
work together to find the right referrals and
treatment.
 How AT can help these children?
Software approach:
1. Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read
aloud digital or printed text. This is beneficial as students are more likely to
understand text when unfamiliar words are read to them (MacArthur, Ferreti,
Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on
decoding and word recognition (Raskind & Higgins, 1999), as well as reading
fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali &
Lewandowski, 1996; Stodden, Roberts, Takahashi, Park, & Stodden, 2012). Text-
to-speech software can be especially helpful for students who retain more
information through listening than reading. This software can assist students with
monitoring and revising their typed work, as hearing the text read aloud may
assist students in catching grammatical errors that may have otherwise gone
unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang,
2000).
2. Speech-to-text –Writing involves low-level transcription skills (e.g., handwriting,
spelling, punctuation, and grammar), as well as high-level composition skills (e.g.,
planning, generating content, and revising). Speech-to-text software transcribes
spoken word into computer text, allowing the student to bypass the demands of
typing or handwriting; freed from these effortful tasks, students may compose stories
that are longer, more complex, and contain fewer errors (Graham, 1999). Speech
recognition accuracy improves with use; however, new users can become frustrated
with the training process, and they may lack the ability to efficiently edit the
program’s text output. Titles such as XpressLab are licensed by the Ministry of
Education and can be used to improve expressive oral language for students in
grade 7-12.
Voice recognition software can improve word recognition, spelling, and reading
comprehension skills for students with learning disabilities (Higgins & Raskind, 2000).
MacArthur and Cavalier (2004) found that for students with learning disabilities,
essays dictated using Dragon Naturally Speaking were better than handwritten
essays, but essays dictated to a scribe were even better. These authors found a
differential impact on students with and without disabilities, providing evidence that
this technology removes a barrier based on disability.
Video demostration of T2S &
S2T.
3. Word prediction – Word prediction software was originally designed for students with
physical disabilities who experienced difficulty typing. However, word prediction with text-to-
speech is also effective for students with learning disabilities because it reduces the need for
handwriting, and improves students’ spelling accuracy and writing skills (Cullen, Richards, &
Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley &
Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition,
students may find it enjoyable to have the words recommended through word prediction and
be able to form sentences without having to worry about spelling and word-choice (Evmenova
et al., 2010).
An analysis of 25 years of research found that word prediction increases transcription accuracy
and may also increase word fluency and compositional quality of writing for students with
learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and
their families generally found WordQ to be helpful, and reported improved vocabulary use and
increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore,
2005). While there are potential benefits to the use of WordQ, a basic foundation of
phonological awareness is required as students who are unable to identify the beginning sound
of words will not benefit from using word prediction software because the user has to provide
the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly
high level of attention to make use of the suggested words (MacArthur, 1998); and as a result,
each child must be considered on an individual basis in order to select the appropriate
technology for his or her learning needs.
Video demostration of Word
predicting software.
Hardware approach:
1. Pentop computers - Pentop computers, such as LiveScribe smart
pens, are cheaper than high-tech devices like iPads but can
provide text-to-speech, strategy feedback, and other
organizational functions. As cost-effective and self-regulated
reading aides, pentop computers may be a useful tool for students
with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace,
& Hawkins, 2012). Pentop computers are also useful because they
utilize instruction strategies such as providing auditory feedback
during composition or math work. Handheld computerized
devices that provide feedback have shown to be helpful for
students with learning disabilities for essay composition (Bouck,
Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and
receptive note-taking and multiplication skills (Bouck, Flanagan,
Miller, & Bassette, 2009). For example, pentop computers are
able to provide reminders such as “don’t forget to carry” during
multiplication questions (Doughty, Bouck, Bassette, Szwed, &
Flanagan, 2013).
Video demostration of Pentop
Computer
2. Calculators & Math Softwares - Students with learning disabilities may
have a history of academic failure, which contributed to their development
of learned helplessness in math. For some students, a fear of failure and low
academic self-concept can lead to math related anxiety. While the use of
calculators can level the playing field for students with learning disabilities,
some research has shown that calculators may provide unfair advantage
(Bouck & Flanagan, 2009). Graphing calculators may be particularly
effective because they provide visual confirmation of the graph-shape. The
added advantage of visual data can be highly motivating for students with
learning disabilities (Bethell & Miller, 1998). Math drill programs can be an
effective way for students to learn to mentally solve math questions
(Adcock et al., 2010), they are also effective in increasing motivation and
the addition and subtraction skills of students with dyscalculia (Amiripour,
Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of
software licensed by the Ministry of Education for use in classroom.