Introduction to "Print Disability"
Online interactive version:
http://www.learningapps.co.uk/moodle/xertetoolkits/play_html5.ph
p?template_id=253
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About
This guided self-study was developed for Load2Learn a free
service providing accessible textbooks and images to support
dyslexic, partially sighted or blind learners who have difficulty
reading standard print.
It is part of Inclusive Technologies for Reading self-study course
available on Load2Learn.
Licensed under Creative Commons By AttributionNonCommercial-ShareAlike.
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Why is accessibility important?
Research has demonstrated that the use of accessible formats
can support pupils with a print disability in becoming
independent learners, reducing their reliance on adult
support.
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Activity
Think about what the term “print disability” may mean. Check your
understanding on the following pages.
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Reflection exercise
On the next page, you will be asked to sort disability labels based
on whether they are, are not or may be a print disability.
This task was designed to make you think about the nature of the
difficulty and if that could specifically relate to a reading difficulty.
This is a difficult task because many students may present with
co-occurring difficulties which may alter the judgement. However
try and think of these difficulties as a single difficulty.
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Which of these disabilities is a print disability?
Put an X in the right column.
Disability
Dyslexia
Partial sight
Blindness
Comprehension
ADHD
Dyspraxia
SLI (Specific Language Impairment)
Physical disability
Autism
Deafness
Yes
No
Maybe
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Answers to reflection activity
Disability
Dyslexia
Partial sight
Blindness
Comprehension
ADHD
Dyspraxia
SLI (Specific Language Impairment)
Physical disability
Autism
Deafness
Yes
X
X
X
No
Maybe
X
X
X
X
X
X
X
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Definition of Print Disability
The definition of print disability can vary but generally print
disability can be defined as ‘the inability to access information
in a print format due to either a visual, perceptual, or physical
disability’ (Tank and Frederiksen, 2007, p. 292).
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Legal provision for print disabilities – CLA
“A print-disabled person is anyone for whom a visual,
cognitive or physical disability hinders the ability to
read print. This includes all visual impairments, dyslexia,
and any physical disabilities that prevent the handling of a
physical copy of a print publication.”
Activity: Read through the licence to familiarise
yourself with the detail and what this licence actually
allows you to do.
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(The text of the CLA License can be found at, CLA
Website [PDF, opens new window])
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Key provisions


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Make an accessible copy of a document for a print
disabled person under the CLA PD Licence
Accessible document: large print, electronic copy,
audio version (MP3), Braille
Unless a commercial alternative exists
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Solution: Making text accessible
1. Structured documents with easy navigation (Word, PDF)
2. Modification of font colour, font type, font size, background
colour (PDF, Word), hi and low contrast, magnification
3. Audio
o
o
o
Narrated audio (Audio books)
Text to speech: PDF, Wordtalk, Balbolka, voices,
screen reader
Audio and text linked (DAISY, WordTalk)
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Solution 1: Structured Documents
Evidence for structured documents
‘In Denmark and other countries, DAISY technology is
now widely used by people with dyslexia. They
can listen to a book while reviewing the printed text
on screen if they wish, which is a great help in spelling
the words they hear. Today some of these people with
dyslexia even regard the computer as their equivalent
to the glasses of the weak-sighted’. (Tank &
Frederikson, 2007, p.947)
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Solution 2: Text and Document Modification
Including:

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
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
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Size of text
Font type
Line spacing
Paragraph modification
Colour of text and background
Software that offers different types of text and
document modification.
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Solution 3a: Audio books and other audio
Evidence for Audio Books
In a 1998 study, 3 Year 5 boys, in a state primary school, who
were three years behind in their reading found the experience of
audio-reading enjoyable and their self-confidence as readers
improved. ‘There was a marked reduction in the quantity of
errors they made when readin independently and the type of
error changed from largely graphophonic to syntactic and
semantic’. Furthermore, after 1 month into the study all three
participantsshowed more interest in and awareness of
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literature and one of the boys was able to follow a text his
teacher read with the class.
‘The boys found audio reading was relatively effortless yet
they perceived that they werereading books appropriate to their
age and could read ‘hard words’ like their peers (Byrom, 1998,
p.5)
‘By the same token that some children require spectacles to
enable them to read a book, others may require an audio tape to
enable them to read the same book in order that they might all
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contribute to a stimulating discussion about the content’ (Byrom,
1998, p. 6)
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Solution 3b: Text to Speech
Evidence for text to speech
During a Scottish Qualifications Authority Examinations trial
students took their SQA standard grade examinations
in ‘Accessible PDF’ format. ‘Responses from school staff were
extremely positive because of the independence offered by the
electronic format and because of the potential to reduce
demands on staff, accommodation and costcompared with
human scribe or reader’ (Nisbet et al, 2005, p.1)
Students who used electronic English, French and History papers
all found them easier to use than a scribe: the mean score for
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these subjects was 8.93 compared with 8.00 for scribes.
Research indicates that reading is less tiring and stressful when
using assistive reading software and that ‘could double or triple
the time that they could sustain reading’ (Elkind et al, 1996,
p.160).
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Solution 3c: Text and audio linked by DAISY
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Structured document linking audio and text.
Text is highlighted in sync with audio
Evidence for DAISY
‘Research by Allinder, Dunse, Brunken, and ObermillerKrolikowski (2001) and Meyer and Felton (1999) confirms
that highlighting text as it is spoken can help learners pay
attention and remember more’ (cited in Silver-Pacuilla
and Fleischman, 2006, p. 84)
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More evidence for DAISY
Lewandski and Montali (1996) studied ‘the learning of
poor readers and skilled readers who were both taught
through a text-to speech application with simultaneous
on-screen highlighting of the spoken word’ and found that
experiencing the text bimodally (visually and aurally)
enabled poor readers to perform as well as skilled
readers in word recognition and retention.
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Additional Solutions
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eReading Devices (Kindles, Tablets, Phones)
Portable audio devices (phones, MP3 players,
iPods)
Speech recognition and other ways of audio note
taking (Nuance, AudioNotetaker)
Simplified tactile images (not just for visually
impaired)
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Reading on e-Readers
Response from student in study carried out by Larson
(2010) into the use of e-books:
"I would rather read an e-book [than a regular book]
because there are so many cool toolsto use and choose
from. I still haven't used them all, and I'm done with the
book."
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Opportunities for eReaders
‘Digital readers show promise in supporting struggling readers
through multiple tools and features, including manipulation
of font size, text-to-speech options, expandable dictionary, and
note capabilities.’ (Larson, 2010, p.15).
Recently, research has also focused on the ways in which digital
readers, such as a ‘Kindle’, may support students’ engagement
with text. In 2010 Larson carried out a study in the USA which
explored how two female participants, aged 7 and 8, utilised a
digital reader (Kindle) both within a classroom and whilst at home.
Both participants were informed that they were allowed to use the
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functions (i.e mark up) but did not have to.
Findings suggested that using digital reading devices with
students ‘promotes new literacies practices and extends
connections between readers and text as engagement with and
manipulation of text is made possible through electronic tools and
features’ (Larson, 2010, p.15).
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Evidence for Kindles and iPods
‘reading that is done on a Kindle or listened to on an iPod is
just as valid and valuable as reading printed texts’ (Moyer,
2011, p.255)
‘With current technology, teachers have the ability to utilize this
literacy strategy (use of audio-books) to offer their adolescent
students another medium to read and experience literature in their
classrooms. With the availability of iPods and similar audio
devices, bringing the audiobook into the classroom becomes very
simple and inexpensive’ (Wolfson, 2008, p.111).
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Evidence for audio note taking
‘By using the note tool, they engaged in new literacy
practices by envisioning new ways to access their
thought processes to engage in spontaneous,
instantaneous response to the e-books’ (Larson, 2009, p.
256)
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Summary of Solutions
Key solutions





Structured documents with easy navigation (Word, PDF)
Modification of font colour, font type, font size, background
colour (PDF, Word), hi and low contrast, magnification
Audio books
Text to speech: PDF, Wordtalk, Balbolka, voices, screen
reader
Audio and text linked (DAISY, WordTalk)
Additional Solutions

eReading Devices (Kindles, Tablets, Phones)
Portable audio devices (phones, MP3 players, iPods)
Speech recognition and other ways of audio note taking
(Nuance, AudioNotetaker)
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
Simplified tactile images (not just for visually impaired)
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Research
Using Solutions
It is vital that when selecting a solution for a student with print
impairment it not only takes into account the difficulties
experienced but also the Individual feelings about using the
technology.
Activity
Research the benefits and innovative ways in which they have
been implemented in an educational setting and post a summary
of any of your findings.
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