Computers and Students with Learning Disabilities (2003)

Abstract Computers are useful tools in many aspects of our everyday lives. They are also valuable tools for students with learning disabilities. Computers are engaging, motivating, and fun for students who have trouble staying on task, and can be of great benefit in the areas of reading, writing and mathematics. They provide stimulation not available through conventional teaching methods. Using the computer is also of great assistance for those who dislike writing. Computers make the revision and editing process much easier for the student, allowing writing to be more enjoyable. Overall, with the use of the computer, students with learning disabilities have a better chance of success in their academic careers. ********** The computer is here to stay; it is not a trendy gadget that will fade into a distant memory. In today's society, a person not able to use the computer is considered to be as illiterate almost as if he or she was not able to read or write. Most schools have computer labs, and frequently, classrooms have computers as tools for the students. We tend to encourage out students who are above average intelligence or classified as to use the computer. They are more than capable of understanding and using the technology. What about the students who are considered risk or as having needs, don't these students deserve the same opportunities as their peers. computers are quickly becoming the most powerful devise to aid the learning process. In fact, computers have been found to offer the most help to students at both ends of the educational spectrum, from those who are gifted to the student with special needs (Casey, 1997). Casey states there are advantages for all students using the computer: (1.) Computers are motivating, they are fun. All of us love challenges and love to make things happen. (2.) Computers with good software can be highly interactive as opposed to books, tapes, films, radio, and television. With a computer, the user controls what happens. (3.) Computers are nonjudgmental and they have infinite patience. You can work slowly or rapidly, it does not make faces or criticize, it never gets tired or crabby. (4.) Computers with hypermedia cannot only explain concepts in a more interesting, visual, or animated manner, but can respond to inquiries in various ways depending on how the user chooses to access materials. (5.) Computers can simulate situations too complex, dangerous, or costly to do in a classroom. Chemical reactions, ecosystems, space travel, can safely be explored. (6.) Using hyperstudio and other authoring systems, children can create reports and research for their peers. It is in problem solving and in the creation of these materials that real-world learning occurs. (7.) Through telecommunications, computers bring the resources of the world into the classroom and allow students in one classroom to communicate with others anywhere in the world. (8.) Computers foster the writing process by making editing and creating materials much easier. They also make the final product look professional (p. 62). Computer Aided Instruction (CAI) vs. Teacher Aided Instruction (TAI) All individuals learn differently. This was documented as far back as 1936 (Gillingham & Stillman, 1936). Computers may be a way of addressing more than one learning style with a single program. Essential learning styles for the computer are auditory, visual, and kinesthetic (McCabe, 1983). Computer aided vs. teacher aided instruction is a topic of discussion in today's educational arena. Few studies have been done in this area. In one study done by Hall, Hughes, and Filbert (2000), only 17 empirical studies were found in the literature covering a ten year period. More research is definitely needed. Problems exist when comparing TAI to CAI. For example, there is a failure to control for instructional design variables with computer programs. …