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 (lesson plans, curriculum, training product): Planning tool or guide to assistive technologies

Subject of materials: Assistive technologies focused on literacy and language development.

Target population: Learners, Instructors, Administrators

Skill levels of instructional materials (lessons, curricula):
ABE Beginning Literacy (NRS Educational Functioning Level 1)
ABE Beginning Basic Education (NRS Educational Functioning Level 2)
ABE Intermediate Low (NRS Educational Functioning Level 3)
ABE Intermediate High (NRS Educational Functioning Level 4)
ASE Low (NRS Educational Functioning Level 5)
ASE High (NRS Educational Functioning Level 6)
ESL Literacy (NRS Educational Functioning Level 1)
Low Beginning ESL (NRS Educational Functioning Level 2)
High Beginning ESL (NRS Educational Functioning Level 3)
Low Intermediate ESL (NRS Educational Functioning Level 4)
High Intermediate ESL (NRS Educational Functioning Level 5)
Advanced ESL Literacy (NRS Educational Functioning Level 6)

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: 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).