Author(s): Heidi Silver-Pacuilla

Institutional affiliation/Agency/Program: American Institutes for Research

Publication date or date of most recent update: November 2007

Number of pages: 5

Website URL: http://www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf
World Education, Focus on Basics, Volume 8, Issue D, November 2007
FOB website: http://www.ncsall.net/?id=31
Note: if you want to print the article only, it is pages 16-20 of the PDF document.

Type of product: Planning tool or guide to assistive technologies

Key words: Assistive technologies focused on literacy and language development.

Target population: Learners, Instructors, Administrators

Training required: Users will likely need to learn proper use of the chosen technology.

Abstract: This article gives an overview of the most common categories of assistive technology (AT) that support literacy and language development.

What the experts say: NOTE: This article has been reviewed by the Learning Disabilities and the Technology Collection. Reviewer comments from both collections are included below.

Summary of Learning Disabilities Collection Reviewer Comments: The article provides a succinct overview of the most common assistive technologies (AT) without overwhelming the reader. It also gives examples of the applications and advantages to integrating assistive technology into the classroom. Although the article tends to refer to adults with disabilities in a more general sense, it applies directly to adults with learning disabilities. The expert reviewers noted that more research should be done to show the link between using AT and learner outcomes (such as increasing student scores or reducing barriers).

Summary of Technology Collection Reviewer Comments: The article purposefully and quickly describes the most commonly used types of assistive technology utilized to support adult students’ learning. Look to these descriptions for practical ways to use technology with all students, not just those with learning disabilities.