Assistive Technologies
24
Dawn Rose
Dawn Rose<EMAIL_ADDRESS>University of Ontario Institute of Technology (UOIT)
ABSTRACT
The 2012 Canadian Survey on Disability indicated the prevalence of learning disabilities at 2.3% with 98% of those people indicating their disability had a negative impact on their education (Statistics Canada, 2012). As diversity and learner variability increase in schools, the prevalence of students with disabilities may similarly increase leading to the necessity for more students being accommodated or employing Assistive Technology (AT). According to the Learning Disabilities Association of Ontario (2015), “Living with a learning disability can have an ongoing impact on friendships, school, work, self-esteem and daily life”. This chapter will examine the relationship between AT and Universal Design for Learning (UDL) for removing barriers to instruction and learning for people with reading-related disabilities. It provides a literature review, the results of which indicate enhanced accessibility and inclusivity through the use of AT and UDL increase student performance. It examines the available features of a specific educational and assistive technology by Freedom Scientific (2018), Jobs Access With Speech (JAWS®) screen reader technology, and the requirements for integrating this technology into the curriculum. Ultimately it recommends AT in tandem with UDL to support diversity and inclusion, and to fulfil the goal of UDL to enhance learning for all students” (Quaglia, 2015, p. 1), which, by extension, may reduce the negative impact of disability on students’ lives.
Keywords: Accessibility, Assistive Technology, barrier, curriculum, diversity, education, inclusion, JAWS®, learning disability, screen reader, student performance, technology, Universal Design for Learning
INTRODUCTION
In 2012 Statistics Canada conducted the Canadian Survey on Disability and determined that of the Canadian population fifteen years of age or older, 13.7% reported having a disability that limited their daily activities. This study indicated the prevalence of learning disabilities was 2.3%, affecting approximately 622,300 people, 98% of whom said their disability had a direct negative impact on their education. People with learning disabilities are 20% less likely than those without a disability to have completed high school, and 26% less likely to have completed trade school or college (Statistics Canada, 2012). The Learning Disabilities Association of Canada (2002) has defined Learning Disabilities as “a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information”. According to the Learning Disabilities Association of Ontario (2015), “Living with a learning disability can have an ongoing impact on friendships, school, work, self-esteem and daily life”. Ensuring equal access to opportunities for persons with disabilities can have a positive impact on their lives.
This c