Literacy Technology for Struggling Writers in Inclusive Classrooms

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Literacy Technology for Struggling Writers in
Inclusive Classrooms

• Patricia M. Barbetta, Ph. D.
• Linda Spears-Bunton, Ed. D.
• Florida International University
• Miami, FL

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Technology Can Make A Difference

• For people without disabilities, technology makes
  things easier for people with disabilities,
  technology makes things possible.
• (IBM, 1991)
• This is true for writing too!

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Two General Areas of Technology Learning Support

• Assistive Technology (AT)
• Universal Design for Learning (UDL)

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Assistive Technology (AT)

• ATs are often highly individualized
• ATs emphasize the need for the students to change
  or improve to succeed with curriculum
• ATs often require planning, implementation, and
  continual adjustments by a specialist
• Examples speech synthesizers, adapted switches,
  wheelchairs.
• ATs are needed for some students with
  disabilities--those needing highly specialized
  systems

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Assistive Technology (AT)

• ATs help students overcome barriers on a
• student-by-student basis
• (not the focus of this presentation)
• Go to www.abilityhub.com to review ATs

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Universal Design for Learning

• Premise of UDL is that a curriculum should
  include alternatives to make it accessible
  appropriate for individuals with different
  backgrounds, learning styles, abilities, and
  disabilities.
• UDL reflects an awareness of the unique nature of
  each learner and the need to accommodate
  differences
• (Center for Applied Science and Technology
  website,
• www.cast.org)

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Need for UDL in Inclusive Classrooms

• Wide-range of student diversity including
• Cognitive, physical, cultural and social
• In a diverse classroom, no single method or
  strategy can reach all learners.
• Research estimates that up to 40 of students in
  any one classroom would benefit from adjustments
  to the standard curriculum. (Male, 2003)
• Multiple methods are needed to achieve curricular
  goals. These must
• bridge for ability gap
• access different learning strengths

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Need for UDL in Inclusive Classrooms (cont.)

• When teachers apply universal design for learning
  (UDL) principles to curriculum, they
• present concepts in multiple ways,
• offer students multiple forms of expressing
  learning, and
• provide a variety of options for learning.

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Technologies that Adapt the Curriculum

• may be utilized by a wide range of students with
  varying needs
• have the capacity to adjust and modify the
  curriculum in a multitude of ways, making it
  accessible to students with diverse cognitive,
  physical and behavioral needs.
• are easily implemented and regulated by general
  and special education teachers
• With UDL, the curriculum is changed to meet the
  needs of a more diverse group of students.

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Basic Writing Skills Curriculum

• Identify topics
• Find and use relevant sources and identify
  relevant information (which involves reading
  and/or listening skills)
• Organize/outline thoughts
• Fill in the details of an outline
• Write drafts
• Proof and correct drafts
• Complete and present the final version

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Technologies Useful for Adapting theWriting
Curriculum

• Digitized-text Technologies
• Text is digitized to allows adaptations to
  printed materials (e.g, font size,
  color,background colors)
• Text-to-speech (TTS) technologies
• Typed text is read by computerized speech
• Word Prediction Technologies
• Software that guesses the word a student wants
  to type on the basis of the letters already typed
• Word prediction can assist with word finding
  problems and spelling.

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Technologies Useful for AdaptingLiteracy
Curriculum (cont.)

• Organizational Technologies
• Tools for prewriting processes (e.g.
  brainstorming, organizing, outlining)
• Speech Recognition Technologies
• Dictation-- spoken word translated into written
  text
• Computer Control-- control of the computer, and
  software applications by speaking commands
• Alternate Writing Technologies
• Computers
• Adaptive keyboards

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E-Reader

• Digitized text
• Electronic text read aloud, including Web pages.
• ? Text is highlighted as it reads e-text aloud
• ? Control the way the electronic text looks
• ? Enter any text and have that text read aloud as
  you type

www.cast.org
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Reading Pen II

• TTS technology
• Reads aloud a word or phrase passed over printed
  text.
• Words are heard through a small, built-in speaker
  or through earphones.
• Pens software dictionary has definition 200,000
  words.
• Useful for library research.

http//www.wizcomtech.com
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InfoScan Electronic Note Taker

• Mobile device takes notes from almost any printed
  document, creating fully editable MS Word
  documents on the PC, PDA or any Windows
  application.
• User scans and transfer printed text directly
  into a PC or scan (up to 500 pages)
• Scan and put in TTS software

http//www.wizcomtech.com
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Write Outloud

• TTS Technology
• Easy-to-use word processor that gives immediate
  speech feedback as students type words, sentences
  and paragraphs.
• As students draft their writing, they see and
  hear if their writing makes sense.
• Can speak words and sentences, read whole
  entries, and repeat text as often as users desire.

http//www.donjohnston.com/
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Write Outloud
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CoWriter 4000

• Word prediction Technology
• CoWriter 4000 works on top of any word processor
  or program that accepts text.
• As students type, it predicts words for the
  sentence, even if they use phonetic spelling.
• Predicted words are read aloud to help students
  reveal their word options.

http//www.donjohnston.com/
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Co-writer 4000 Sample Page
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DraftBuilder

• Organizational Technology
• Used in creating a first draft organizing ideas,
  taking notes and writing the draft.
• It models the logical, progressive steps of
  draft-writing and displays a visual
  representation of the process.
• The display gives students a framework to
  generate, manipulate and connect ideas and
  information.

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DraftBuilder Sample Page
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SOLO

• SOLO combines CoWriter, WriteOutLoud
  DraftBuilder, and introduces ReadOutLoud!
• One completely integrated solution to
  differentiate instruction and assist in the
  learning process

http//www.donjohnston.com/
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Kurzweil 3000

• A a scanning, reading and writing solution for
  students with learning or reading or writing
  difficulties.
• Scanned reading materials can be modified and be
  TTS delivered
• Also had word prediction and integrated reference
  tools such as dictionary, synonyms, syllables,
  spell word, audible spell checking, and
  vocabulary list features.
• Digitized text can be modified and read.

www.kurzweiledu.com
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IntelliTalk III

• IntelliTalk III is an innovative word-processing
  program that
• combines speech, graphics, and text in ways that
  allow for flexibility of presentation and
  response.
• Has digitized text, text-to-speech and word
  prediction technologies and more.
• Spell check with auditory aid
• Auditory feedback for letters, words, sentences
• Ability to add recorded speech
• Website www.intellitools.com

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UDL Features of IntelliTalk III

• Visual Features Digitized text can be programmed
  for different visual presentations
• Easily adjust font size/style/color
• Easily adjust background color
• Include pictures for visual representation
• Allows for highlighting words as it speaks or
  reads
• Can select flash scanning highlights

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UDL Features of IntelliTalk III

• Speaking/ Reading Features
• Can be programmed to speak each letter, word or
  sentence as it is typed. These settings can be
  mixed and matched.
• Ability to add recorded speech
• Can be programmed to read what has been written
  previously.
• Reads original text and/or text scanned or
  cut-and-pasted from secondary sources textbooks,
  websites.
• Will also read word choices in spell check
• Has integrated word prediction to assist in
  writing fluency.
• Has built-in pronunciation editor (e.g. Baja
  baha)
• Can be programmed to read menus, dialogue boxes,
  palettes, text

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Speech Recognition Technology

• Students can create, edit, and revise documents
  and e-mail-even surf the Web by voice.
• Free users from dependence on the mouse, keyboard
  and stylus for many applications.
• Useful for students with writing challenges and
  those who have physical challenges

http//www.scansoft.com
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Inspiration 7.5

• Organization technology
• Integrated diagramming and outlining environments
• Over 50 curriculum-aligned templates that inspire
  classroom quick-starts.
• Visual and audio to support multiple learning
  styles including text-to-speech.
• Templates include Language Arts, Social
  Studies, Science Planning

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Inspiration Can Be Used Across the Writing
Curriculum

• Brainstorming
• Webbing
• Diagramming
• Planning

• Critical thinking
• Concept mapping
• Organizing
• Outlining

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Inspiration Lesson Page Diagram and Outline View
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Inspiration Built-in Language Arts Templates

• Autobiographical Event
• Book Comparison
• Character Web
• Comparative Analysis
• Definition
• Literary Comparison
• Literary Web

• Persuasive Essay
• Poetic Analysis
• Story Triangle
• Textual Analysis
• Vocabulary
• Mythic Journey

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Autobiographical Event Outline View
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Inspiration for Palm OS

• NEW organizational technology
• Similar to Inspiration software-- integrated
  diagramming and outlining environments
• Can sync with computer

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Computers for Writing

• Writing with a computer allows a student to
  concentrate on his or her ideas and leave the
  editing and/or re-writing for later.

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How Computer Support the Writing Process

• No more handwriting problems
• Proofreading is easier because text is more
  legible
• Less frustration with the tool's limitations
• No more re-writes
• Spelling and mechanics can be de-emphasized and
  moved to the end of the writing process
• Organization can be dealt with easily by cutting
  and pasting and/or using outlining programs
• Adapted from Wanderman, R. (1990) Tips on
  Writing for People with Learning Disabilities
  http//www.ldresources.com/articles/writing_tips.h
  tml

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Alphasmart 3000/NEO/Dana Wireless

• Alternate writing technology
• Aphasmart is a portable full-size, full-feature
  keyboard
• Useful for taking notes in class and/or writing
  first drafts
• Different models with different features
  including wireless, run Palm OS software,
  internet capabilities

www.alphasmart.com
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Final Suggestions

• Careful planning should precede technology
  purchases
• General and special educators along with computer
  and technology specialists (and others as needed)
  should be included in making the curricular
  decisions.
• Purchase software that provides many options
  (e.g., text-to-speech, word prediction, student
  assessment and tracking)
• Download and use trial versions of software to
  assist in decision considerations

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Final Suggestions (cont.)

• Implement UDL literacy software/devices
  schoolwide
• Install software on each instructional station.
• Whenever possible, choose printed instructional
  materials that also have digitized options
• Have students work in cooperative writing groups
  using UDL software/devices
• Provide options for presentation of written paper

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Final Suggestions (cont.)

• Identify resources for any necessary scanning and
  OCR.
• Use paraprofessionals or parent or student
  organizations
• Develop a system to maintain scanned materials
• Time to Learn
• Teachers need instruction and time to learn how
  to use software and adaptive devices
• Students need to time to learn how to use
  software and adaptive devices.
• Students with special needs may need more
  instruction and guidance