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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
Learning disabilities, sometimes known as sLDs, can impact areas beyond academic skills, in areas such as relationships and friendships with others, memory difficulties and the ability to plan effectively (Lavoie, Levine, Reiner & Reiner, 2005). There are a number of types of learning disability and they each manifest differently between individuals. The most common categories of diagnosed learning disability include dyslexia, dysgraphia and dyscalculia (Dyslexia SPELD Foundation, 2014). Dyslexia refers to a difficulty with language-related tasks, in particular reading, but also spelling, writing and pronunciation to some extent (Armstrong & Squires, 2015). It is estimated that approximately 5%–7% of people have dyslexia (Peterson & Pennington, 2012).
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).
Teaching reading to students with learning disabilities: Effects of combined iPad-assisted and peer-assisted instruction on oral reading fluency performance
Published in Assistive Technology, 2020
Min Mize, Diane P. Bryant, Brian R. Bryant
Reading learning disability (RLD) or dyslexia is defined as an unexpected deficit in reading such as fluency, comprehension, and word recognition (Shaywitz & Shaywitz, 2003, 2008). RLD is one of the most common disorders in children and constitutes at least 80% of those who have been identified with learning disabilities (LD) (Shaywitz & Shaywitz, 2003). Students with LD often display significant deficits in oral reading fluency (Shaywitz & Shaywitz, 2008), and reading comprehension (Siegel, 2006).