Writing Tools for Students With Disabilities

by

One of the most beneficial aspects of obtaining an education is learning to write. Unfortunately for some students with disabilities, writing can become an obstacle they must overcome in order to succeed. By using documentation, writing tools, and alternative technologies, these students can realize their strengths and enjoy educational opportunities that are within reach.

Assistive technology tools are among the least ‘celebrated’ but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from ‘low’ technologies such as a graphic organizer worksheet to ‘high’ technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

Students with disabilities have a lot of obstacles they will face in today’s world, and one of those is a lack of skills when it comes to writing. This post provides a good description of the various writing tools/apps available for students, from physical writing tools for students with fine motor delays to computerized assistive technology for students with language processing disorders.

Below is the list of popular assistive technology for students with disabilities including assistive technology tools and apps organized by category.

Organizing Thoughts and Ideas

  • Graphic organizers can be effective in helping students organize their thoughts during the writing process.  A student can map out a course of action. This visual tool can help to break down ideas and projects into smaller parts. Students can use these tools to brainstorm and plan what they want to write. Graphic organizers come in many forms: from mind maps, to diagrams, to flowcharts. They can be digital or pen and paper.
  • The inspiration app is a graphic organizer that assists students with the flow process. It takes their ideas and organizes them in a diagram format. Students can see how their ideas are connected, how they are grouped together and, then how to organize them.

 

Writing Tools

  • Dictation (Speech-to-Text, STT) allows students to create text by using their voice instead of a keyboard.  As they speak, their words appear on the screen. Keep in mind that to use dictation, one must be able to speak clearly and provide verbal commands for things like punctuation. Some dictation software can also be used to convert audio recordings into digital text.
  • Word prediction suggests the correct spelling of words after only a few letters are typed on a keyboard. Word prediction sometimes uses “word banks” (commonly used words in a topic area) to help students come up with words to complete sentences.
  • Spell-check and grammar checks are available on most word processors. Some AT tools for writing take spell-check and grammar check to the next level by checking for incorrect words that sound alike or for words that don’t make sense in context.
  • Literacy tools. These programs combine several functionalities such as text to speech (TTS), speech to text (STT), word prediction, and specialized dictionaries.

Literacy Tools

  • Kurzweil 3000 (link) is a robust program with many tools for teachers and students and individuals that struggle with a range of visual, reading or writing challenges. The programs include a host of study aids and highlighters to underscore important ideas, including the ability to insert a note or footnotes for source citations.  In addition to a range of TTS features, the full-featured software program integrates abilities that can help students with their proofreading writing. 
  • Co:Writer (link) Developed by  Don Johnston, it’s a crucial writing aid for many learning disabled students and those with dyslexia.   No matter how badly students misspell words, it will support all their writing needs and ensure they choose the right words.  Another important point it analyzes writing in realtime and offers word choices based on grammar. It works with most writing applications like Microsoft word. Available for Chromebooks, iPads, and Mac/Windows desktops.
  • CalroRead Plus (link) is a highly effective, multi-sensory software solution for supporting reading and writing. ClaroRead can practically speak any on-screen text out loud and is perfectly integrated with Microsoft Word. ClaroRead improves written accuracy with an enhanced spell check, homophone check, thesaurus, and speaking dictionary. Words can also be spoken back as they are typed.  Easy to use the floating toolbar that can be minimized or hidden, at an affordable price, also available as an app. 
  •  Text-to-Speech(TTS) (link) is typically thought of as a reading tool. But TTS  (Text to speech) can also be helpful with writing. The AT can be used to read aloud what has been written allowing you to check your writing for mistakes. Some TTS tools can also read words aloud as they are being typed. This gives students real-time feedback on what they’re writing.

Other Writing Apps

  • Dictionaries and thesaurus can help students who struggle with written expression to define a word or find the right word.
  • Grammarly (link) –is an excellent grammar checker that is easy to use and can help improve writing skills. This powerful real-time grammar checker can be used with Microsoft Office or as an online dashboard that works much like Google Docs. Alternatively, you can install the Grammarly in a Chrome plugin.  
  • Proofreading technology software goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia.
  • Hemingway Editor (link) – Hemingway App makes your writing bold and clear. The app highlights lengthy, complex sentences and common errors;

Background On Assistive Needs & Supporting Technology 

Assistive Technology Module

This isn’t a tech tool but a short kind of ‘course’ that offers an overview of assistive technology (AT) and explores ways to expand students’ access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.

AEM Student Summary Worksheet

A resource that, for example, helps teachers “think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials.”

Text-To-Speech Assistive Toolshttps://18c64dc90a0e3efcd113fe21bc2d3110.safeframe.googlesyndication.com/safeframe/1-0-38/html/container.html

As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability, or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD), or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.

Tech Matrix

Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.

Kurzweil 3000

The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

• Multiple TTS voices

• Support for 18 languages and dialects

• Talking spell-checker

• Picture dictionary graphics for more than 40,000 words

• Text magnification

• Tools for test taking, essay writing, note-taking, reference, and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions — particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.

Low-Tech Handouts

Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.

Draft: Builder

Draft: A builder is a writing tool that integrates outlining, note-taking, and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary, and the ability for teachers to add locked text into the program for further guidance. Draft: Builder is available for Windows and Macintosh.

Assistive Listening Systems

A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.

FM Systems

According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.

Sound-Field Systems

Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders, and developmental delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, the sound is able to travel evenly throughout space, eliminating problems of the distance between the speaker and each listener.

Sip-and-Puff Systems

Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device, or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.

Jouse3

The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin, or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bed frame, or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux, and Unix-based computers, in addition to Android and iOS mobile devices. It can support one or two external switches and has two types of mouthpieces.

Sip-and-Puff Systems From Origin Instruments

Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head-mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick, or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh, and Linux-based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.

Proofreading Software

Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skillset to become more effective and accurate writers.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenges.

Ginger

Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

• Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether ‘there,’ ‘their’ or ‘they’re’ should be used in a sentence, which is a common mistake in writing.

• Word prediction and sentence rephrasing tools can be helpful for students learning how to construct sentences properly.

• TTS functionality so students can hear what they’ve written.

• A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.

Ghotit

Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word “Ghoti,” which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive — especially for those with dyslexia — Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user’s past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize the split and merged words. It also includes an integrated dictionary for students to quickly lookup a word.

Math Tools

A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities, or some other type of disability that makes it difficult to perform math-related work.

MathTalk

math talk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.

Math Simulations

Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found on the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.

Computer supports for writing

Computers change the writing process by making it easier to develop and record ideas, editing ideas, and publish and share with others. Different computer supports are useful during different phases in the writing process. I will touch on talking word processors, word prediction, portable note-taking devices, prewriting organizers, and multimedia prewriting prompts.

Talking word processors

Samples of talking word processors for student use:

Talking word processors give the student auditory feedback to reinforce the writing process. Letters, words, sentences, paragraphs, or entire documents can be read aloud while the student-types. Features can be customized to individual student needs by selecting what text is read from pull-down menus. With most talking word processors students can select other features such as background color, text color, and font size, and can add graphics. Examples of software that includes talking word processing features appear in Table 1. Most talking word processors also include a talking spell checking system, which allows students to spell check entire documents or highlight specific words for spell checking. Some spell checkers provide alerting sounds or visual signals for misspelled words and homonym checks to ensure the use of correct word form, as well as allowing students to hear an unfamiliar word context and providing definitions. These features offer students powerful visual and auditory strategies.

Synthesized speech, the most common form of talking word processors, pronounces words from the text-based on phonetic spellings. Therefore, some pronunciations may not be typical of standard speech. Pronunciation editing, or the capability to adjust pronunciation of words produced by speech synthesizers, is available with some talking word processors. This feature allows writers to spell words and hear them pronounced correctly rather than phonetically (Beukelman, Hunt-Berg & Rankin, 1994).

Word prediction

Another useful tool is word prediction, which augments spelling and syntax to enable users to make choices, find words, and complete sentences. Word prediction programs display words based on frequency of use, grammatically correct usage of words, and most recently used words. Read & Write 5.0 by textHELP (1999) is an invaluable tool for students with reading and writing difficulties. It works with any Windows-based application and with standard word processors. When word prediction is active, the user types a letter, and as each letter is typed, the software predicts words accordingly. The user determines the number of words predicted. If the intended word is predicted, the user chooses the number of that word, which automatically inserts it into the sentence. If the intended word is not predicted, the user continues typing letters until the next prediction occurs. In some situations, users are required to spell entire words. The dictionary will learn the word and predict it the next time it is used. Read & Write also includes dictionary customization. That is, users can add words to the custom dictionary based on specific content needs. Another support feature is abbreviation expansion, which allows users to increase productivity by allocating abbreviations to a specific phrase or paragraph. Once the abbreviation is typed, Read & Write types the phrase or paragraph. For example, the abbreviation “hyh” would produce “Have you heard about.” This application also automatically capitalizes the first word of sentences and the first letter following terminal punctuation it provides automatic spacing when solely using word prediction.

Portable note-taking devices

AlphaSmart note taking device

Portable note-takers provide an efficient means to record ideas and classroom notes to complete assignments, and to demonstrate writing creativity. Portable note-takers allow more time for writing and require less concentration on operating the device. For example, the AlphaSmart 3000 keyboard contains a simple operating system: you turn it on, start writing, and turn it off when finished. Information typed is saved automatically in one of eight separate files holding 100 pages of text. The AlphaSmart 3000 is capable of editing, allowing the user to cut, copy, and paste within and between files. AlphaSmart keyboards interface with Macintosh and PC computers. Get Utility software makes a two-way transfer of text possible from a Macintosh or PC to AlphaSmart, allowing writers to send their documents to a word processor for further editing and formatting documents on the desktop computer. AlphaSmart 3000 has a 70,000-word spell check dictionary.

Prewriting organizers

Prewriting organizer

The writing process involves a number of stages. Many writers have difficulty with the planning stage, which incorporates brainstorming, clustering, and listing ideas, themes, or keywords. Some students with LD find graphic organizers helpful in mapping ideas during the planning stage. Graphic organizers such as Inspiration provide organizational frameworks to help writers generate topics and content for writing projects. Inspiration shows ideas in graphic “bubbles” that can be moved and then converted into a standard outline (Male, 1997).

Prewriting prompts: Multimedia software

Many young children draw pictures to tell a story before they can write. For example, children describe their experiences and explore what they know by drawing and talking about their work (MacArthur, 1996). Many software programs incorporate both text and graphics for story writing. Examples of multimedia, software for elementary and middle school students appear in Table 2. Generally, older students are expected to convey ideas via writing without graphic support. However, if the students have limited literacy skills or little prior knowledge in a particular content area they may benefit from visuals and other media for writing (Daiute, 1992).

Bahr, Nelson, and VanMeter (1996) compared the effects of two computer-based writing tools on the story-writing skills of fourth through eighth-grade students with LD. The software allowed the students to create graphic scenes and then write stories about those scenes. Students using graphics-based software spent more time creating or modifying graphics and less time writing, in comparison with those who used text-based planning software. The researchers found that some students may not have the prior knowledge to develop a coherent story even when graphics are presented. These findings suggest that writing teachers may need to develop a management strategy that ensures a balance between time spent planning stories and time generating actual text.

Benefits computers: Editing and publishing

Samples of multimedia writing software for student use:

For students with LD, computers, portable keyboards, and specialized software provide efficient means for recording, editing, and sharing ideas. One of the most valuable benefits is a reliable and immediate legible document. Valuable time is spent communicating ideas rather than correcting writing. In addition, editing on word processors allows multiple revisions without recopying, thus enabling students to concentrate more on the content. Writers compose and edit more efficiently when using computer-supported writing tools (Beukelman et al., 1994). Computers improve the quality and quantity of writing. Spelling and grammar support enable writers to decrease their emphasis on writing mechanics, thus increasing planning time and content generation. Finally, computers make it possible for students who struggle with handwriting to publish neat printed work.

Role of technology in inclusive classrooms

Using technology fosters belonging and interactive participation in general education classrooms for students with LD (Bryant & Bryant, 1998). Technology increases the frequency of assignment completion and contributes to improved motivation (Bahr, Nelson, and VanMeter, 1996). It, therefore, supports some of the basic objectives of inclusive education: a sense of belonging to a group, shared activities with individual outcomes, and a balanced educational experience. Adaptations for students with LD have been widely used to compensate for barriers associated with difficulties in reading, writing, mathematical reasoning, and problem-solving (Bryant & Bryant, 1998). Increased use of assistive technology devices during cooperative learning activities can enhance the participation of students with LD by circumventing specific disability-related barriers. For example, students who endure fine motor difficulties are not usually targeted for the role of the recorder in cooperative learning activities. However, if those students could use portable note-takers, they would be successful at recording group responses. Students with spelling problems could use devices to check to spell or search for definitions during a cooperative writing project. A fifth-grade student revealed that using a portable note-taker eased his frustrations, increased his motivation to complete assignments, and made him feel more accepted by his peers in the general education classroom. The teacher of this student stated, “Steven has been turning in his assignments and completing homework since using the portable note taker.” Thus technology contributes to improved academic achievement.

Collaboration: Key factors in technology implementation

Collaboration takes on many dimensions in educational settings. Cook and Friend (1996) summarized the characteristics of successful collaboration. The most significant for introducing technology to the general education classroom is shared responsibility for participation and decision making and for securing and sharing resources and shared accountability for student outcomes.

Assistive technology specialist evaluates students’ technology needs in collaboration with classroom teachers, related services staff, parents, and students. The specialist takes into account the user’s motivation, as well as his or her reaction to particular adaptations. For example, a student may be resistive to using a portable note-taking device. The school staff facilitates the evaluation process by identifying students’ strengths and the areas in which they are challenged in general education classrooms. In collaboration, the team determines an appropriate match among devices, setting- specific demands, and student characteristics.

Once the appropriate technology is determined, assistive technology specialists are responsible for training and consulting with teachers, students, parents, and related services staff. Classroom teachers and students will be primarily responsible for the integration of technology into daily classroom routines.

Conclusion

College can be a difficult transition for students with special needs, but there are programs and writing tools that give them a chance to shine. Due to physical health or mental health challenges, students with disabilities may have difficulty writing. For example, stroke survivors may have limited use of limbs while hemiplegic stroke survivors might have one side of their body affected, limiting arm movement. Occupational Therapy, through Assistive technology, has helped to improve writing functionality in students. Assistive technology tools are very helpful in compensating for difficulties that are associated with language, visual perception, or manipulation

Many students have disabilities that significantly impact their writing processes, composition, or efficiency. Assistive technologies are devices that are installed on computers to help disabled people with disabilities do activities independently. But during academic writing, students should avoid the use of this device. They should try to use other tools instead.        

Leave a Comment