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

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

• 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

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

• 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)

• 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

• 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.

• 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.

• 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

• 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.

• 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

• 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

• TTS technology
• Reads aloud a word or phrase passed over printed text.
• Words are heard through a small, built-in speaker or through earphones.
• Pen’s software dictionary has definition 200,000 words.
• Useful for library research.
QuickTime™ and a
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http://www.wizcomtech.com

• 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

• 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/

• Word prediction Technology
• Co:Writer 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/

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

• SOLO™ combines
Co:Writer®,
Write:OutLoud®
Draft:Builder®,— and introduces
Read:OutLoud™!
• One completely integrated solution to differentiate instruction and assist in the learning process http://www.donjohnston.com/

www.kurzweiledu.com
• 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.

• 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

• 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

• 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

• Students can create, edit, and revise documents and e-maileven 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
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http://www.scansoft.com

• 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

• Brainstorming
• Webbing
• Diagramming
• Planning
• Critical thinking
• Concept mapping
• Organizing
• Outlining

• 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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• NEW organizational technology
• Similar to Inspiration software-- integrated diagramming and outlining environments
• Can sync with computer
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• Writing with a computer allows a student to concentrate on his or her ideas and leave the editing and/or re-writing for later.

• 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.html

• 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
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www.alphasmart.com
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•
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

• 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

• 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