05.09.14_FINAL_Becoming_An_Efficient_Student_Using_Mainstream_Technology_-_A_Resource_Guide_For_Students_With_Learning_Disabilities

BECOMING AN EFFICIENT STUDENT USING MAINSTREAM TECHNOLOGY: RESOURCE GUIDES FOR STUDENTS WITH LEARNING DISABILITIES A Project Presented to the faculty of the Graduate and Professional Studies in Education California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF SCIENCE in Counseling (Vocational Rehabilitation) by Angela Fong SPRING 2014 © 2014 Angela Fong ALL RIGHTS RESERVED ii BECOMING AN EFFICIENT STUDENT USING MAINSTREAM TECHNOLOGY: RESOURCE GUIDES FOR STUDENTS WITH LEARNING DISABILITIES A Project by Angela Fong Approved by: , Committee Chair Guy Deaner, Ph.D Date iii Student: Angela Fong I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the project , Graduate Coordinator Geni Cowan, Ph.D Date Graduate and Professional Studies in Education iv Abstract of BECOMING AN EFFICIENT STUDENT USING MAINSTREAM TECHNOLOGY: RESOURCE GUIDES FOR STUDENTS WITH LEARNING DISABILITIES by Angela Fong Statement of the Problem By law, students with learning disabilities (LDs) entering higher education institutions are eligible for reasonable accommodations with the intent to provide an equal playing field to education and participation in a school’s program Assistive technology (AT) is an accommodation that has been effective in helping students with LDs overcome academic deficits Despite federal laws, access to AT is still challenging for many students with LDs as they encounter barriers Currently, there are no resource guides on mainstream technologies that are comparable to AT, or technology-based tools intended for students with learning disabilities in higher education The purpose of this project was to help students with LDs overcome barriers to AT access by providing information on mainstream technologies that can enhance and personalize learning and productivity Sources of Data The resources obtained for this project originated from peer-reviewed journal articles, learning disability organizations’ websites, and books pertaining to AT and v learning strategies Additionally, the author had personal communication with relevant staff and students with LDs in higher education Conclusions Reached With the current state of technology, mainstream technologies with similar features of AT utilized by students with LDs are easily accessible and affordable Therefore, a resource guide was created in hopes of removing barriers to AT access A second resource guide was also created to provide supplemental technology-based tools that can enhance and personalize learning and productivity for students with LDs , Committee Chair Guy Deaner, Ph.D Date vi ACKNOWLEDGMENTS I would like to express my utmost appreciation for everyone who has inspired me and who has been involved throughout my journey in the master’s program First and foremost, I would like to extend my gratitude to my mother, sisters, extended family, and each of my best friends I love you all so much Thank you for your much needed unconditional love, encouragement, patience and emotional support Without it, I would not be where I am today! And, thank you, Dad, Grandma Lum, and Cousin Jessica Although no longer here, remembering your spirit, love, support, and work ethic has helped me to persevere through the toughest of times Second, I would like to thank all of the counselors and staff at American River College (ARC), Disabled Student Programs & Services (DSP&S) for all their encouragement, support, and always treating me as one of their own My experience in DSP&S and relationships with everyone in the department has truly inspired me to continue my education to pursue a career as a DSP&S Counselor And, a million thanks to my good friends in the Financial Aid Office at ARC You have been like family to me and your tough love, flexibility, and encouragement is much appreciated! Finally, I would like to extend my gratitude to my advisor and Program Coordinator Dr Guy Deaner, and faculty members Dr Todd Koch and Mark Frayser for challenging me and for your guidance and support throughout my time in this program vii TABLE OF CONTENTS Page Acknowledgments vii Chapter INTRODUCTION Background of the Problem Statement of the Problem Limitations Definition of Terms 11 Organization of the Project 15 LITERATURE REVIEW 16 Introduction 16 Definition of Learning Disabilities 16 Types of Learning Disabilities 18 Impact of Learning Disabilities in Higher Education 21 Federal Laws in Higher Education Accommodations 25 30 Assistive Technology 31 Barriers to Access Accommodations in Higher Education Summary 52 METHODOLOGY 54 SUMMARY AND RECOMMENDATIONS 62 viii 39 Summary 62 Recommendations 64 Appendix A A Resource Guide to Mainstream Technology Tools for Students with Learning Disabilities 66 Appendix B A Resource Guide of Supplemental Technology-Based Tools for Students with Learning Disabilities 126 References 141 ix Chapter INTRODUCTION Background of the Problem There are a variety of reasons that make it challenging for students with learning disabilities (LDs) to obtain and use assistive technology (AT), and the presence of AT in and of itself does not guarantee that these students will have access to technology (Wimberly, Reed, & Morris, 2004) Although there is evidence that there is inadequate access to AT in higher education, students with LDs can circumvent barriers to AT accessibility Mainstream technology (MT) as well as AT is rapidly changing (Burgstahler, 2003) As technology evolves to become more powerful, less expensive, and more portable, it becomes progressively more helpful in improving learning (Green, 2011) The purpose of this project is to remove obstacles to AT access by creating resource guides to promote awareness of accessible and affordable alternatives to AT and supplemental technology-based tools to enhance learning and productivity for students with LDs Resource guides will be available via web link to the author’s Google Drive account In this way, the resource guides will always be available to the public to view and download The first resource guide will provide the names of PC software and Apple applications, price of software and applications, features of software and applications, a brief description of how they may benefit students with LDs, and tips for using the software and applications In addition, information for a device called Livescribe 2GB 144 Higgins, E L., & Raskind, M H (1995) Compensatory effectiveness of speech recognition on the written composition performance of postsecondary students with learning disabilities Learning Disability Quarterly, 18(2), 159-174 doi:10.2307/1511202 Higher Education (2014) Merriam-Webster online dictionary Retrieved from http://www.merriam-webster.com/dictionary/highereducation Humphrey, K., & Angeli, M (2009) Access and equity for all students: Students with disabilities California Postsecondary Education Commission Retrieved from http://www.cpec.ca.gov/completereports/2009reports/09-02.pdf Inspiration Software, Inc (2014) Homepage Retrieved from http://www.inspiration.com/Inspiration Institute of Medicine (U.S.) Committee on Disability in America (2007) Assistive and mainstream technologies for people with disabilities In M J Field, A M Jette (Eds.), The Future of Disability in America Washington, DC: National Academies Press (U.S.) Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK11418/ International Dyslexia Association (2007) Dyslexia basics Retrieved from http://www.ldonline.org/article/Dyslexia_Basics Jendron, J (2013) AT and learning disabilities South Carolina Assistive Technology Program Retrieved from http://www.sc.edu/scatp/ld.htm Job Accommodation Network (2013) Information about learning disabilities Retrieved from http://askjan.org/media/LD.html 145 Johnson, K L., Dudgeon, B., Kuehn, C., & Walker, W (2007) Assistive technology use among adolescents and young adults with spina bifida American Journal of Public Health, 97, 330-336 Judge, S (2000) Accessing and funding assistive technology for young children with disabilities Early Childhood Education Journal, 28(2), 125-131 Kaloi, L (n.d.) 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