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Abstract
Many forms of technology, both "high" and "low," can help individuals with learning disabilities capitalize on their strengths and bypass, or compensate for, their disabilities. This article surveys the current status of assistive technology for this population and reflects on future promises and potential problems. In addition, a model is presented for conceptualizing assistive technology in terms of the types of barriers it helps persons with disabilities to surmount. Several current technologies are described and the research supporting their effectiveness reviewed: word processing, computer-based instruction in reading and other academic areas, interactive videodisc interventions for math, and technologies for daily life. In conclusion, three themes related to the future success of assistive technology applications are discussed: equity of access to technology; ease of technology use; and emergent technologies, such as virtual reality.
Assistive technology can be broadly conceptualized as any technology with the potential to enhance the performance of persons with disabilities. As defined by the Individuals with Disabilities Education Act Amendments of 1997, assistive technology is "any item, piece of equipment, or product system. . that is used to increase, maintain, or improve functional capabilities of individuals with disabilities" [Part A, Sec. 602 (1)]. Assistive technology offers a wide range of alternatives. It includes both "low" technologies and "high"-tech devices, and it incorporates technologies designed specifically for people with disabilities as well as generic technologies developed for use by the general public.
It is a mistake to think too narrowly about assistive technology; the entire technology spectrum holds promise for individuals with learning disabilities (LD). Although computers are the technology most often associated with this population, there are many other potentially valuable tools available. For example, long before the arrival of computers in classrooms, teachers used simple, low-tech devices such as rulers to help students with learning disabilities keep their place while reading. Off-the-shelf technologies designed for general audiences also merit consideration. For example, an audiotape recorder becomes an assistive technology when it is used by a person with learning disabilities to compensate for memory problems. In addition, technologies designed for other groups of persons with disabilities should not be ignored (e.g., technologies that help persons with vision impairments to circumvent the barriers imposed by print).
Assistive technology has a long...