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Universal Accessibility and Low-Literacy Populations
Published in Julie A. Jacko, The Human–Computer Interaction Handbook, 2012
For the purposes of this chapter, discussion will focus on low-literacy and learning-disabled populations and universal design solutions rather than more severe cognitive disabilities requiring assistive technologies. Functional illiteracy, a lack of document and quantitative literacy needed to function in modern society, was selected because it provides the most comprehensive picture of the total population. This perspective brings to the discussion a very detailed set of demographics and statistics. Unfortunately, this perspective is weak on underlying causes and effective accommodations. Fortunately, the learning-disability perspective provides an extensive research base that defines the characteristics of this population, the underlying source of the disability, and possible accommodations. Patterson (2008) summarizes numerous studies associating learning disabilities with low-literacy skills in adults and the persistence of the disability throughout one’s life. Learning disability is an umbrella term used to describe a wide range of disorders in information processing and it is generally believed that learning disabilities are linked to a dysfunction in the central nervous system. The complete cognitively disabled category was not chosen since it includes a much broader class of disabilities including Down syndrome, autism, aphasia, emotional disabilities, and Alzheimer’s disease. Naturally, these more severe disabilities require more extreme accommodations. However, it is highly likely that some adults identified as low literacy might suffer from an undiagnosed cognitive disability. Consequently, effects of “mild” cognitive disabilities will also be considered. It is estimated that nearly 80% of those diagnosed with a cognitive disability have a mild disability (Carmien et al. 2005).
Common and Assistive Technology to Support People with Specific Learning Disabilities to Access Healthcare
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Dianne Chambers, Sharon Campbell
While the elements described in the previous paragraphs are common across patients, the way in which they are approached may need to be adjusted to ensure those with learning disabilities can effectively deal with them. There is a range of everyday and assistive technologies that are available to support people with learning disabilities. A small range of the technologies will be discussed, but the reader is also encouraged to seek out further technologies to support those who may struggle with health-related tasks.
Improving mathematics achievement via conceptual subitizing skill training
Published in International Journal of Mathematical Education in Science and Technology, 2021
Examining the earlier studies, it was found out that children who lack subitizing skills have difficulty in basic arithmetic skills (Fischer, Gebhardt, & Hartnegg, 2008), and that children who are not able to perform conceptual subitizing have difficulty in learning some arithmetic calculations (Schleifer & Landerl, 2011). In the research by Landerl et al. (2004), it was discovered that children who have mathematics learning disabilities lack subitizing skills. Conceptual subitizing is based on perceptual subitizing (Newbury, Wooldridge, Peet, & Bertelsen, 2015). However, there are some findings which show that students may suffer from mathematics learning disability although they do not have any problems in their perceptual subitizing mechanisms (Butterworth, 2010; Olkun, Altun, & Göçer-Şahin, 2015). For this reason, it is considered that people who have no problems in the mechanism of perceptual subitizing, and still suffer from mathematics learning disability may have problems in the mechanism of conceptual subitizing.
Examination of the effects of computer-based mathematics instruction methods in children with mathematical learning difficulties: a meta-analysis
Published in Behaviour & Information Technology, 2019
Kazım Küçükalkan, Mehmet Beyazsaçlı, Ayşegül Şükran Öz
When considering limitations, there are at least four limitations similar to other meta-analysis and primary studies. First, the small set of experimental groups is affecting the generalisation of results. Despite an exhaustive and intensive search process, only 11 studies are found in the last 11-year span that targeted the outcomes of CBI methods in teaching children with MLD. This number is relatively small when compared with other studies on the related areas. For example, prior meta-analysis identified 42 interventions on instructional approaches that enhance the mathematics proficiency of students with learning disabilities and 19 studies on mathematical interventions for secondary students with learning disabilities and mathematics difficulties (Gersten et al. 2009; Jitendra et al. 2018).