INDUSTRY PROFILE 2006 Education Technology RERC on Technology Transfer University at Buffalo Learning Disability Technology and Markets Acknowledgement The Industry Profile on Education Technology: Learning Disabilities Technologies and Markets By Wendy Strobel*, Sajay Arthanat, Jennifer Fossa, Susan Mistrett, and Jennifer Brace © June 2006 This manuscript may not be reproduced in any form without the permission of the publisher. Individual portions may be reproduced with proper acknowledgement. This is a publication of the Rehabilitation Engineering Research Center on Technology Transfer, funded by the National Institute on Disability and Rehabilitation Research of the Department of Education under grant number H133E030025. The opinions contained in this publication do not necessarily reflect those of the Department of Education. Editor: Jonathon Hendrix Format Editor: Michelle Tipps-Ankrah Graphic Designer: Laurie Yarnes * Wendy Strobel, the communicating author, can be reached by phone at 716.829.3141 x140 or via e-mail at [email protected] Rehabilitation Engineering Research Center on Technology Transfer (T2RERC) Center for Assistive Technology School of Public Health and Health Professions State University of New York at Buffalo 3435 Main St. 322 Kimball Tower Buffalo, NY 14222 Phone: 716.829.3141 Fax: 716.829.2420 Voice/TDD: 800.628.2281 http://cosmos.buffalo.edu/t2rerc/ T2RERC 1 Learning Disability Technology and Markets Table of Contents Section Page Number Abstract 3 Introduction 4 Chapter One: Introduction to Learning Disabilities General Description 5 Types of Learning Disability 8 Life After High School 21 Chapter Two: Demographics Review of Demographics for Learning Disabilities 34 Impact of Learning Disabilities in the U.S. 38 Chapter Three: Education Technology Introduction 41 Technologies 42 Instructional Technologies 42 Learning Technologies 50 Reading 50 Writing 63 Mathematics 74 Emerging Technology 88 Chapter 4: Legislation, Funding, and Education Technology Legislation and Funding for Innovation and Transfer 114 Legislation and Funding for Technology Provision and Delivery 117 Appendix Manufacturer Index 132 National Organizations and Associations 143 Conferences 149 T2RERC 2 Learning Disability Technology and Markets The Industry Profile on Education Technology: Learning Disability Technology and Markets Authors: Wendy Strobel*, Sajay Arthanat, Jennifer Fossa, Sue Mistrett, and Jennifer Brace Abstract Learning disability (LD) is defined by the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 as: “a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations (P.L. 108-446 § 602).” As implied by the definition, LD permeates every aspect of a person’s life. Often times, the impact becomes obvious as children begin to face the rigors of education. While people with LD often learn to compensate for the challenges they face, the underlying LD does not go away as they enter adulthood. However, life outside of school often provides a great deal more freedom in choosing career paths, compensation strategies, and learning opportunities. Technology holds great promise for people with learning disabilities. There are many useful tools available in the marketplace today. Text to speech engines, electronic spell checkers, and universally designed products that are used every day by people with and without disabilities. This document provides an overview of the education technology industry as it relates to technologies for people with LD. The contents have been designed to provide information for technology development, manufacture and sale. The Introduction will present some of the fundamental concepts of learning disabilities to ensure that the industry has a clear understanding of the challenges faced by people with learning disabilities. The technologies section provides an overview of the current state of the technology. T2RERC 3 Learning Disability Technology and Markets Introduction The Industry Profile Education Technology: Learning Disabilities Technologies and Markets is a reference document for technical and clinical research, product development, market analysis and segmentation, and general education. It provides an overview of the current state of the education technology industry as it relates to students with learning disabilities. A great deal of the information is also applicable to the general population of students as well as students who are at risk of failure in schools. The secondary market information provided in the Industry Profile is designed as a reference tool and a basis upon which to publish our primary market research for technologies for students with learning disabilities. The Industry Profile Education Technology: Learning Disabilities Technologies and Markets is also available in an accessible format on our website at http://cosmos.buffalo.edu/t2rerc/. Please note that this IP is presented in a format that is different from those compiled in the past. These changes were made as a result of feedback on a survey conducted on the Industry Profile on Visual Impairment. We have attempted to capture the essence of the education industry for students with learning disabilities with the sections that are readers recommended were most helpful. The Industry Profile Education Technology: Learning Disabilities Technologies and Markets is presented in four chapters and an appendix that provides additional information for the reader: • Introduction to Learning Disability • Market Information • Technology Section • Legislation and Funding • Appendix: o Manufacturer Listing o Organizations and Conferences o National Organizations and Associations Each section contains many subsections that provide a great deal of detail on each specific area. We will be assessing the presentation of this format as well and changes you suggest will be integrated into future Industry Profiles. The authors would like to thank the School of Public Health and Health Professions (SPHHP) and the Center for Assistive Technology (CAT) at the University at Buffalo for their support and collaboration in preparing this document. We would also like to thank 2 the staff and faculty of the T RERC. T2RERC 4 Learning Disability Technology and Markets Chapter One: Introduction to Learning Disabilities General Description Currently, knowledge of learning disabilities is mostly limited to parents and teachers of children with a learning disability (LD), and professionals. Societal misconceptions about LD are very common and could impose detrimental consequences on individuals with a LD in terms of their personal expectations, educational participation, employment opportunities, and benefits received from state and national level funding programs (Stacey, 2001). In order for people with a LD to succeed within the current educational culture, it is highly important for the whole society to embrace the realities of LD. LD is significantly distinct from more common disorders such as mental retardation, and attention-deficit hyperactivity disorder (ADHD). LD is a neurological disorder that imposes difficulties in participation at school, work, and other basic life activities. Many individuals with a LD have a limited ability to receive, process, store, and respond to information. In schools, LD may undermine a child’s fundamental development in one or more areas including listening, reading, mathematics, writing, speaking, and fine motor skills. LD is a heterogeneous group of disorders that impose difficulties in a variety of academic and social skills (Cutting & Denckla, 2003). It is important to understand that LD is not a disease, but a neurological disorder that spans an individual’s life from childhood, adolescence and into adulthood. Therefore, individuals with a LD may not only lack age-appropriate academic skills, but may also have difficulty acquiring learning skills for transition to the subsequent developmental phase of life. Although many adults with a LD develop adequate strategies to overcome functional limitations, many experience difficulty in succeeding in the work world (Gerber, Ginsberg & Reiff, 1992). In 2001, the United States Department of Education reported that LD affects nearly 5% of children in public schools, and an estimated 2.9 million students are currently receiving special education services for learning disabilities (National Center for Learning Disabilities [NCLD], 2004a). Alarmingly, it is also estimated that almost one- third of children with some form of LD remain undiagnosed (Shaywitz, 2003). Origins of Learning Disabilities It is important to keep in mind that the origin of LD is different from that of learning problems associated with visual, hearing, motor impairments, mental retardation, emotional disturbance, environmental, cultural or economic disadvantages (Learning Disabilities Association of America, 2005). While this fact is well researched and validated, the exact cause of LD remains unclear. Many scientists have attributed the occurrence of LD to genetics, high-risk pregnancies and exposure of the developing brain to chemical toxicity. The genetic basis of LD has been validated by reports of prevalence of LD in families. However, the genetic mapping of LD is an area that is still under exploration. In a study at University of South Florida, environmental toxicity,