Research Paper Reviews

Assistive Technology and Universal Design for Learning: Two Sides of the Same Coin

Written by: David H. Rose, Ted S. Hasselbring, Skip Stahl, and Joy Zabala

This article compared and contrasted assistive technology with the Universal Design for Learning. The article did a good job with helping me to understand the clear differences between AT and UDL. “Assistive technology is technology that increases, improves, or maintains the functional capabilities of students with disabilities.” (pg. 508) AT is made for an individual. Where Universal Design for Learning is meant to“…design curricula and learning environments that from the outset make learning accessible to the widest range of students” (pg. 508) UDL is made for you to think, how could you reach all students from the beginning.

As I have been becoming aware by just taking this course, that advancements with AT is continuously changing. The connection between At and UDL makes people aware, “ …that disabilities are defined by the interaction between the environment and the individual.” (pg. 510) Disabilities are only disabilities when we have limitations in our environments. This article points out that there is a perspective to both AT and UDL. AT is perceived to be an individual problem, where UDL is perceived to be an environmental problem.

The National Instructional Materials Accessibility Standards portray that there are two problems when it comes to availability of accessible textbooks; policy and technology. This shows that sadly some businesses are more worried about the income they can get from producing accessible textbooks. Instead of thinking of the outcome they could be having. Accessible textbooks would not only benefit the students, but teachers as well. Teachers would be spending less time on scanning and making text more accessible and giving them more time to focus on other ways of reaching out to the needs of their students. 

Overall, I think this was a good article in the fact it helped to clarify the connections between AT and UDL. It also fits very nicely into the subject area of this course.

Take the Pencil Out of the Process

Written by: Leslie Broun

I found this article very informative. Not just on the difficulties when it comes to the writing process, but also with the connection with writing difficulties and Autism. I liked how the Leslie Broun included references to helpful videos, real life stories, and strategies. This made it an easy read.

I know students in my class who struggle with getting out ideas down with pencil and paper. I see them being able to verbally explain something in great detail and then writing the response in as few words as possible. It never crossed my mind (sadly) that, “This kind of thinking can have a significant and long-term impact on academic achievement by diverting intellectual energy away from creative, imaginative, and well-structured ways of approaching a writing or composition task or communicating their thoughts in writing.” (pg. 14) This causing frustration based around school and leading into possible behavioral issues.

Reading teachers arguments given around the reasons why a computer should not be brought into the classroom to help a student was very fascinating. The fact I have heard every single one of these arguments from either educators or parents. The main ones being, it’s not fair or being able to print is important.  In regards to it not being fair, Broun said it nicely, “Fair is not giving everyone the same thing, fair is giving people what they need.” (pg. 16) Being able to write is important, for the basics like writing your name etc., but it’s better for students to be able demonstrate what they know or that they understand. They don’t need to handwrite that to show this. Shouldn’t we be worrying more about helping students to be more independent?

As a teacher I think it is import (as stated in this article) for us to ask ourselves; “Is this a  fine motor exercise or academic task?” or “ Which is more important- being able to print/write the answer or knowing the answer?” (pg. 18) I will definitely be taking these two questions away as future reference, from this reading.

Learning from Text

Written by: Dave L. Edyburn

I really enjoyed reading this article. As a grade 3 classroom teacher I see the struggles students entail when it comes to reading, on a daily bases. The last thing I want one of my students to feel is frustration or embarrassment. To have such a negative condensation to reading at such a young age is disheartening.  “Learning to read is a developmental milestone celebrated by hundreds of young children every school year.” (pg. 16) Kids should be celebrating any form of learning when it comes to learning, sadly most just see how far they still need to get. “Estimates suggest that 80% of students with learning disabilities receive services for a reading disability.” (pg. 16)I can truly see this every year.

This is an American article, but can relate to Canada due to the fact we acknowledge the No Child Left Behind Act as well. Well, this act is good and all, but I sadly see a lack in resources to make sure this happens. There isn’t enough resource teachers employed in our board, to make sure all students’ needs are being met in all academic levels, especially when it comes to reading. Also, we are short on psychologists who can do the testing needed to get to the root of issues students have. Our school was told to pick 4 students this year, out of MANY. We aren’t doing our students justice and sadly this is causing students to get left behind.

In this article the question, “Based on evidence, can’t failure be predicted in advance?” This question makes me think of the grade 3 province reading and writing assessment, given at the end of September. I knew before hand, even after only having my students for less than a month, which ones would have trouble completing this assessment. Why? Because of past records of them not reading at grade level. The assessment is based around a one size fits all persona. In September, I had 6 out of 23 students reading at grade level. Now tell me how it is fair to give these students a 90 min assessment based around their weaknesses?

 I liked how this article laid things out into tables and figures. I found it easier to follow and helped clarify.

(pg.21)(pg.22)

I believe that source materials, like a math text book, given in an text-to-speech option would go a long ways. Students might seem like they are struggling with math, but in truth they are just struggling with comperhending the written words in a question. Once you take away the ‘having to read the question’  then students have a better chance of showing what they know.