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Harvesting Hope in Students with Learning Disabilities Online
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Harvesting Hope in Students with Learning Disabilities Online
The United Nations claims that the lack of access to assistive technology (AT) inhibits "people with disabilities from access to education, employment and full participation" in society (Clinton, 2015, p. 9). Article 24 section 3 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) expects all countries to ensure that people with disabilities experience all human rights and fundamental freedoms (2011, p. 4). According to the World Health Organization (WHO): “Disability is the umbrella term for impairments, activity limitations and participation restrictions, [related] to negative aspects of the interaction between a person with a disability and his/her environmental factors ” (2011, p. 4). Learning Disabilities are developmental disorders that cause children to have "special" difficulties in writing, reading, spelling and mathematics and may include speech disorders or visual disturbances (Siouli & Makris, et.al. 2018, p. 1). Most people with learning disabilities have large differences in their academic competence and performance (p. 1). Teachers who lack training in teaching students with learning disabilities (LD) may contribute to their students’ cognitive overload because they are using teaching methods based on Math and spelling test drills. As a result, students with LD may suffer psychologically with a reduced learning potential because their brains are cognitively overloaded in the learning process (Zhang & Zhang, et. al., 2016, p. 2851).
For many people with disabilities, assistive technology (AT) gives them the chance to communicate with people locally or globally with endless possibilities. “For most people, technology makes things easier. For people with disabilities, technology makes things possible” (Mary Pat Radabaugh, as cited in Borg, & Berman-Bieler, et. al. 2015, p. 8). Assistive technology (AT) are the devices and services that are used to increase, maintain, or improve the capabilities of people with a disabilities (Dell, & Newton, et. al, 2012). AT includes mobility devices such as walkers, wheelchairs, assistive communication systems, specialized computer keyboards, mouses, computer hardware, software, and enhancements that assist people with disabilities in using computers (Johnson, 2008, para. 2). Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration) (Dell, & Newton, et. al, 2012).
For the purpose of this paper, the focus will be on online learning environments for people with learning disabilities (LD). Lev Semionovich Vygotsky was a Soviet psychologist(1896-1934) who found links between sociocultural processes taking place in society and mental processes taking place in the individual (Hall, 2007) which informs learning disabilities with the benefits of online learning. Vygotsky’s theory focuses on how people’s mental abilities are developed through communicating with each other. Children’s mental abilities can achieve higher levels through structured activities with a teacher or a peer who has stronger skills (Berk, & Winsler, 1995). The difference between what a learner can do without help and what he or she can do with help is what Vygotsky defined as the zone of proximal development (Berk & Winsler, 1995, pp. 24-29).
This paper will prove how online learning can elevate the zone of proximal development of students with learning disabilities and foster hope for them to achieve their goals. First, the theoretical framework of Vygotsky’s zone of proximal development will be examined in relation to children with learning disabilities (LD). Second, Vygotsky’s theories and learning disabilities will be related to the role of technology in online learning through case studies. Third, these theories, technologies and case studies will be synthesized into a pedagogical paradigm to support online learning and the development of hope. Fourth, this pedagogical paradigm will be used as a lens to view implications for future teaching practice in online environments to meet the dynamic learning needs of students with learning disabilities (LD). -
- Date created
- 2019-04-11
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- Type of Item
- Research Material