Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 3 – Assistive Technology for Writing
♦ Multimedia
The term multimedia is usually used to describe a method of combining text, sound, and
pictures to communicate information. This is done using the computer. There are a variety of
software programs that have multimedia capabilities. These include, but are not limited to,
AppleWorks 6, Microsoft PowerPoint, HyperStudio ® , Kid Pix ® 2, Stanley’s Sticker Stories ® ,
and Storybook Weaver ® . Multimedia is particularly useful for students with disabilities
because it allows them to learn new information through a variety of modalities and to
demonstrate knowledge in a way that is not totally dependent upon their ability to write.
Multimedia presentations can be done by individuals, or small or large groups, and lends
itself to project based learning. Developing a multimedia presentation can be an excellent
vehicle for a student to demonstrate a broad range of creativity and skill.
Many teachers are using project-based and web-supported learning in their instruction of
students with disabilities. Project-based and web-supported learning can provide an ideal way
to incorporate hands-on, visual activities which enhance the learning of students with
disabilities. One popular tool that many general education teachers are using is WebQuests.
For more information concerning WebQuest visit http://webquest.sdsu.edu.
Although traditional WebQuests can be used for all students and involve active participation,
some elements of WebQuests need to be changed to increase full participation of students
with disabilities including: webpage design format, the mode of introduction of the
WebQuest, and the student input/output format. Ezell, Klein and Hines (2003) in their
unpublished manuscript Using WebQuests with Students with Disabilities suggest a variety of
ways to customize web pages for students with disabilities which include keeping
backgrounds simple, using a consistent page layout, designing large buttons, and increasing
the readability of items by leaving plenty of white space. Words within the WebQuest may
need to be hyperlinked to simplified definitions to help students comprehend some of the
terms used within the text. It is important when introducing WebQuest to students with
disabilities the teacher first model the WebQuest process, detailing his/her expectations for
the students. The teacher may need to use the "think aloud" process so students can hear out
loud the thinking process of the teacher as he/she guides the students through the WebQuest
example. The teacher may need to modify the format of the student's input. Templates should
be designed to the individual level of the student. For students with lower cognitive abilities,
the template may need to have more prompts and require less input from the student.
Essential learning activities may need to be repeated in a variety of ways to reinforce the
concept.
♦ Voice Recognition
Voice Recognition was described earlier in this chapter. It can be helpful for some students in
enhancing their composition of written material by taking away some of the stress of
keyboarding, spelling, or writing. Please refer to the section on Motor Aspects of Writing.
Assessing Students’ Needs for Assistive Technology (2004) 94