Burgstahler (2003) pointed out three examples of accessible electronic and information technology and how it can be beneficial for students with disabilities in educational settings, based on the concept of universal design: 1) Accessible web pages such as those that allow students with low reading skills to access information and communicate with others; 2) Accessible instructional software, such as programs that allow students to work side-by-side and collaborate with their peers to complete assignments in the classroom; 3) Accessible telephones that make communication accessible to everyone, whatever their disabilities.Technology could play an important and significant role, in many cases, in helping students with disabilities overcome the academic difficulties that they face and helping them to advance their academic skills as well. Cullen, Richards, and Frank (2008) conducted a study to determine whether computer software would help students with disabilities improve their performance in writing. A multiple baseline design was used to study seven fifth grade students with mild disabilities in three phases: baseline, intervention using a talking word processor, and intervention using word prediction software in conjunction with a talking word processor. In the first week (Baseline) students handwrote all writing samples with no accommodations; in the next three weeks (Intervention one) Students used Write:Outloud, a talking word processor for all writing samples; in the last three weeks (Intervention two) students used Co:Writer, a word prediction software, in conjunction with Write:Outloud for all writing samples. The results displayed that five students out of seven in the study improved the number of words produced in the two intervention phases, while the number of words produced decreased with the other two students in both intervention phases compared with the baseline phase. The group mean showed that there was an improvement in the number of words produced. There were improvements in the number of misspelled words across phases, both individually and in the group mean. Overall, the results showed that the impact on most of the seven students was positive.
本段内容来自网络 并不是我们的写手作品 请勿直接剽窃，查重100%，造成后果与本站无关。如需定制论文请记得联系我们。