This document discusses how technology can help students with learning disabilities in three key ways: 1) Technology allows students to learn concepts that were previously too complex by providing tools like word processors and text readers. 2) It creates constructive learning environments by providing multiple ways for students to engage with materials and generate their own understanding. 3) Assistive technologies specifically empower students by helping them complete tasks that would otherwise be impossible, such as reading text aloud.

1. Running Head: L. WIGGS – TECHNOLOGY AND LEARNING DISABILITIES
The Affects of Technology
On Students with Learning Disabilities
Luke Wiggs
Boise State University

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ABSTRACT
The increased number of people in the United States that have been diagnosed with learning
disabilities, dictates the importance of applying a variety of methods to enhance the learning
experience. Educators should tailor the method of delivery to each student and use a
combination of constructivism and technology to allow students to learn the concept and retain
knowledge for longer periods of times. In this paper, you will see how technology allows
students with disabilities to learn concepts that previously were too complex. Students who have
difficulty with written words no longer have to struggle with “how to write”, rather the word
processor can solve the “how” and the student can focus on the “what”. Students who have
difficulty reading about something that doesn’t interest them, a computer can be used to read the
words allowing a student to grasp meaningful content. Applying critical theories on how to
teach and utilizing technology as a tool not only prepares young students for their adult life, but
it can also be use to motivate success for adults with disabilities.

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Introduction
The world of special education is continuously changing. There are new ideas or concepts
consistently being introduced. Currently the special education world is focused on full inclusion
which advocates the No Child Left Behind Act. Most school systems are now trying to limit
their resource class settings and increase their co-taught or collaborative class settings. While
there are many pros and cons to this belief, it is the current trend in education. In recent years
there has been an increased importance of collaborative classes in special education due to more
diagnosis of learning disabilities. Today, roughly 40 million people or 15% of the United States
population has been diagnosed with varying degrees of a learning disability. In the field of
special education 50% of all students with an Individualized Education Program have a
diagnosed learning disability. Most individuals with learning disabilities are in the average or
above average intellect intelligence range as related to peers. Due to the increased number of
students with learning disabilities there has come the increased need for collaborative classes.
Most of these students don’t need the level of support that is offered in a resource class setting.
Just like Special Education and its growth throughout the years, the field of technology,
and its role in education has grown and evolved. Educational Technology can empower students
with learning disabilities with the tools they need to bridge the gap in the general education
classroom. “For students with learning disabilities (LD), technology can be an assistive tool
replacing an ability that is either missing or impaired,” (Quenneville, 2001).
In the next several pages this paper will explore how Educational Technology has
affected students with learning disabilities. In addition this paper will examine how students
with learning disabilities utilize the constructivist approach to learning through educational
technology programs and devices to improve their learning.

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Constructivist Theory Defined
In education, the traditional classroom of pen and paper lectures is fading out, as new
theories have evolved. There are several different learning theories and all are supported and
proved to be effective through concrete evidence. One of the most prominent theories over the
last decade is the constructivist theory. In the article Constructivist Pedagogy, the author
Virginia Richardson explains constructivism is a “theory of learning or meaning making, that
individuals create their own new understandings on the basis of an interaction between what they
already know and believe and ideas and knowledge with which they come into contact,”
(Richardson, 2003, p. 1623-1624). In broader terms constructivism is when humans generate
knowledge and meaning from their experiences. In the Constructivist Learning Theory
instruction should focus on providing tools and learning environments which allow learners to
create their own meaning through multiple perspectives. All learners are unique and this is
especially true when it comes to individuals with specific learning disabilities.
Through constructivism a learner with a learning disability can create their own view or
meaning of the concept which has been presented. This idea of constructivism is important when
dealing with diagnosed learning disabilities because meaningful learning environments should be
created to allow the individual to be successful. In contrast to the constructivist view a student
were to copy down the definition of a word ten times, is this actually generating knowledge? Is
there anything for the student to connect to and relate to their own experiences? It is important
for individuals with learning disabilities to be able to make that connection so retention is
successful and regression is slowed over long periods of time. The Constructivist Theory
presents the importance of creating a learning environment in which students or learners with

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learning disabilities can relate to the material, a learning environment is essential for successful
instruction.
Impact of Technology on Learning Environments
One of the most important factors for constructivism to be successful is the learning
environment. During the past several decades technology has grown, improved, and further
embedded itself in the educational environment. Technology has a major impact on the learning
environment, with the use of technology students are able to generate more knowledge and
meaning. In the article Technology and the Constructivist Learning Environment: Implications
for Teaching Information Literacy Skills the author Beth S. Woodard explained “ . . .
technology’s major impact on teaching and learning is that it changes the learning environment
from one of a scarcity of information to resources to one with an abundance of information
resources,” (Woodard, 2003, p.183). For students with learning disabilities technology gives
them different avenues to explore a particular topic. For example, if a student has weaknesses in
reading comprehension, the student would not be successful reading out of a book. However,
with technology, they could use technological resources and have a more prevalent learning
experience.
Technology is giving students a greater number of sources which enables them to use a
mixture of learning media to help create meaning or understanding. Woodard states that, “. . .
people have greater flexibility in choosing the learning modality in which they accomplish their
learning tasks through technology,” (p. 183). This being said, in a classroom, this gives students
options they can explore and take advantage of to help generate meaning of a topic. Technology
not only creates more environments to learn from but it also creates new attitudes toward
learning environments. In an environment that is technology rich students are more likely to

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have a positive attitude toward learning because they find technology interesting. This is really
important when dealing with students with learning disabilities. Often times these students don’t
have attention spans as long as their peers. If you don’t grasp their attention quickly, they will
become disinterested. The interest that technology brings to the learning environment also
creates motivation for the learner to complete the task. While it has been proven that technology
impacts the learning environment for students with learning disabilities, it is important to
remember that technology will have very little impact if it is not integrated properly into a
meaningful curriculum. In the following paragraph the different roles technology plays in
education for students with learning disabilities will be expanded.
Technology Roles for Learning Disabilities
There are different specific learning disabilities an individual could have and there are
several different roles technology plays for students with learning disabilities. These roles
enable the student to be successful in the general education classroom setting. In addition it is
these roles that allow students to generate meaning through their own experiences, which result
in a successful learning environment. Educators need to understand the different roles for
technology within education in order to get the most out of technological services. In her article
Woodard explains four different roles technology has in education. The first role she discusses is
how technology is a medium for educational communication. She states that, “by providing
increased access to the instructor . . .communication technologies can provide students with
opportunities for joint problem solving and shared learning,” (p. 187). In the constructivist
theory the goal is for the learner to create meaning through their experience. Educators must
ensure they can provide feedback to students in a timely manner. For students with learning
disabilities the communication tool is vital. Students need to able to ask questions and get

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answers within an allotted amount of time so as to not distract or discourage the student. The
second role Woodard discusses in her article is how technology can be used as a cognitive tool.
Technology gives students the power to process information quicker and more efficiently. In the
world of learning disabilities it actually makes some difficult tasks possible for students.
According to Woodard technology can “facilitate critical thinking and higher order
learning by supporting the deep and reflective thinking that is necessarily for meaningful
learning,” (p. 188). Through technology students are able to explore topics in greater depth than
they would in a text book. This in turn will allow them to generate more complex meanings for
specific concepts. Another role technology plays is that of a discovery system. The term
discovery system is simply a metaphor for the internet or World Wide Web. It is this discovery
system which gives the learner the ability to explore all aspects of a topic and form their own
meaning after detailed study and reflection. Without a learner even knowing, the internet
automatically accommodates their specific learning disability because it provides so many
different types of contexts. These are just a few broad roles technology plays for students with
learning disabilities. Assistive Technology is another role which has an important impact on the
student with learning disabilities.
Assistive Technology for Learning Disabilities
The most important role technology plays for students with learning disabilities is the
cognitive role. For students with disabilities technology empowers them to complete a task that
would have been impossible without technology. Assistive Technologies give students with
learning disabilities the power to complete the same task as peers without disabilities. There are
several assistive technology devices which are helpful to students with learning disabilities, but
not all devices are appropriate for everyone. Students with Specific Learning Disabilities

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possess individual strengths and weaknesses and a device which may be helpful for one person
may not be for another. Whenever an assessment is made concerning whether a specific device
would be helpful it is vital to evaluate for devices relative to their strengths and weaknesses.
In the article Perspectives on Applications of Technology in the Field of Learning
Disabilities the author explains individuals with disabilities can use assistive technology devices
to; assist them in learning, make the environment more accessible, allow them to compete in the
workplace, enhance their independence and improve their quality of life, (Blackhurst, 2005). If
the environment is not accessible for the learner how can the learner ever create their own rules
or mental models that are vital for constructivism to be successful? Due to this need for
Assistive Technology, it is mandatory that Assistive Technology be considered for every student
who has in Individualized Education Plan (Blackhurst, 2005). Once an IEP team determines
there is a need for Assistive Technology, the IEP team will determine which device would allow
the learner to be most successful relative to their specific learning disability. When considering
what device to choose, the IEP team should remember the focus should be on what the device
does for a person, not on the device itself. Assistive Technology is merely a supportive tool for
students.
There are four main areas of learning disabilities; spoken language, written language,
arithmetic and reasoning. There are many different devices which can assist a student in these
four areas, some that have been proven such as word processors.
Word Processors and Portable Word Processors
Often times students who have Learning Disabilities in written expression get distracted
by the mechanics of writing instead of focusing on composition. Word Processors give students
the power to write freely and ignore errors in mechanics because they are aware the mistakes can

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be quickly changed upon completion of the assignment. When using word processors in the
revision process, the learners are using the processor to guide the revision process and
simultaneously creating mental models about grammatical rules. Portable Word Processors are
much smaller than computers and allow the learners to easily transport the unit. They also
eliminate the distractions computers may cause.
Text Reading Systems
Text reading systems give learners with reading comprehension and written language
deficits the skills to complete the same task as their peers. If a student didn’t have these assistive
devices they would not be able to generate meaning about an assigned topic. What these devices
do is to allow text on the screen to be read aloud through the computers sound device. Most
devices allow hard copy text to be scanned in a read through the device. A device that is user
friendly is the Wynn Reader which gives the student an account and allows the student to access
their document from home or school. If a student were asked, to within the constructivist
framework explore several articles about a particular topic and then required to create their own
meaning of the concept, a student with reading disabilities would be unable to complete the task
without one of these devices.
These are only two of the Assistive Technology Devices which have been successful and
vital to students with learning disabilities. There are many more devices which are unbelievable
as aids to students with disabilities. Blackhurst states that, “. . . technology has the potential for
improving the education and quality of life of people with LD,” (Blackhurst, 2005, p.177). In
his article Blackhurst does point out the need for continued research about the selection of and
use of Assistive Technology devices which would best meet the needs of students with LD.

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These devices and technology are not only useful for young learners but for adult learners as
well.
Motivating Adults with Learning Disabilities
Adults with learning disabilities present many educational challenges. Many tend to have
low levels of achievement in the areas of reading and writing. As discussed in the previous
section this is why Assistive Technology can be so important. Looking at this from a broader
sense and not from a technical perspective like Assistive Technology. It has been found that
individuals with disabilities in reading have a difficult time reading about something which does
not interest them. If a learner is un-motivated to learn or complete a task, how can they be
expected to be successful? How could an un-motivated learner construct or generate meaning
about a topic they don’t care about? The answer is simple, it would be difficult or near
impossible. What would be the case if the learner were an adult? We have all heard the saying,
“you can’t teach a old dog new tricks.” What if the old dog has a learning disability and is not
interested in the topic? Your chances now go from difficult to near impossible. When dealing
with students with learning disabilities there has to be new ways to motivate the learner. In the
article Websites as Educational Motivators for Adults with Learning Disability by Rachel
Johnson and John R. Hegarty they explain that teenagers and adults with mild to moderate
learning disability find computers to be very interesting, and that many of their interests are
suited for using the internet (Johnson & Hegarty, 2003). While the interest in the internet and
computer does harness increased motivation for this population of students they need to be
directed while on the computer to enable them to create meaning through their experience. To
help motivate, students should be encouraged to choose what they do and how much time and

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effort they will put into it. In the article by Johnson and Hegarty they explain that in order for a
computer based learning environment to be successful it must satisfy a certain criteria.
Johnson and Hegarty (2003) study found the following:
The first is immersion. The learner should be totally engrossed in the activity. Play is
another important part of the learning process and can eradicate boredom and stress if
incorporated into computer-based exercises. Student choice allows the student to have
more control over the session, which again fosters motivation and engagement. (p. 480).
When learning requires students to guide their own projects it can be much more effective and
stimulating than traditional methods of teaching in which students work in textbooks and fill out
worksheets. Through the use of the internet we can ensure adults are motivated to complete a
project on their own and generate mental models of the concepts they are learning about. If this
happens there is a much better chance regression will not be shown over long periods of time.
Johnson and Hegarty (2003) state; “that materials on the World Wide Web, accessed through
multimedia computers, have the potential to offer such optimum learning experiences,” (Johnson
& Hegarty, 2003, p. 480). Educators who work with adults with learning disabilities have a
greater chance of supporting their students and encouraging learning if they use Internet-based
materials and programs like the World Wide Web.
The Internet and Learning Disabilities
In order for websites to be used effectively with students with learning disabilities it is
important to make sure the websites meet all the section 508 criteria for Web accessibility. Why
is it important for websites to be accessible? If websites are not accessible to individuals with
learning disabilities they will not be able to use the information they find and construct meaning
from it. In her article Making Online & CD-ROM Biology Teaching Resources Accessible to All

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Learners she states that, “Section 508 of the Rehabilitation Act requires that there be access for
all to the federal government’s electronic and information technology (including Web Sites),”
(Littlefield, 2007, p. 11). While Section 508 has many guidelines a website should follow there
are some that are particularly important for learning disabilities. According to Littlefield 2007,
“a primary concern is that Web sites should be flexible in their design so that viewers can easily
customize a site to meet their particular needs,” (p.11). By allowing a student with a learning
disability to customize the site they are working on a web designer ensures the educator their
students will be able to work in a learning environment that is conducive for building mental
models and constructing meaning of a topic.
Conclusion
In conclusion, strong evidence shows technology, when teamed up with the constructivist
theory has a significant impact on learning disabilities. Technology is currently giving students
who, at one time, didn’t have a way to accomplish a task. Now they have the means to master
what they want to. Technologies impact on the learning disabled population will only go as far
as the teacher allows it to go. As technological advances continue to be made how can a
constructivist not be excited about the possibility have successfully serving all students with
disabilities?

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References
Blackhurt, A. E. (2005). Perspectives On Applications Of Technology In the Field Of Learning
Disabilities. Learning Disability Quarterly , 28 (2), 175-178.
Johnson, R., & Hegarty, J. R. (2003). Websites as Educational Motivators for Adults with
Learning Disability. British Journal of Educational Technology , 34 (4), 479-486.
Littlefield, A. P. (2007). Making Online & CD-ROM Biology Teaching Resources. American
Biology Teacher , 69 (1), 9-13.
Quenneville, J. (2001). Tech Tools for Students with Learning Disabilities: Infusion into
Inclusive Classrooms. Preventing School Failure, 45 (4), 167-170.
Richardson, V. (2003). Constructivist Pedagogy. Teachers College Record, 1623-1640.
Woodard, B. S. (2003). Technology and the constructivist learning environment: Implications for
teaching information literacy skills. Research Strategies, 181-192.