Finding Common Ground - Adaptive Technology Website

www.oise.utoronto.ca/adaptivetech

FINDING COMMON GROUND

STUDENTS WITH WRITING & ORGANIZATION DEFICITS

Under the Technologies menu, there is a summary of technologies that can assist students who have difficulty writing and with organization of ideas for written language production. However, since 'one size doesn't fit all,’ not all of these technologies are appropriate for all students. Which of the following MAY result in difficulty in this area?

Exceptionality Behaviour Exceptionalities

Intellectual Exceptionalities

Gifted

Moderate Intellectual Developmental Delays (MID)

Severe Intellectual Developmental Delays (DD)

Physical Exceptionalities

Neuro-Muscular

Vision Impaired

Communication Exceptionalities

Hard of Hearing

Autism

Speech Impaired

Language Impaired

Learning Disabled

Type #1: Language Delayed or Language Learning Disability

Type #2: Non-Verbal Learning Disability - Visual Spatial Deficits

Type #3: Small or Large Muscle Difficulties

© 2008 OISE, University of Toronto Finding Common Ground - Adaptive Technology Website

www.oise.utoronto.ca/adaptivetech

Then go through the technologies for writing and organization, and determine which students the technology would or would not assist. In each case, justify your answer.

WRITING

Writing Software:

Clicker5 - writing support and multimedia tool

CoWriter 4000 Solo - editing supports

Write: Outloud Solo - text-to-speech support

Premier Literacy Suite - suite of 10 tools to support reading and writing

Portable/Laptop Systems:

AlphaSmart - portable word-processing tools

Modified Keyboards:

Intellikeys - customizable touch keyboard

ORGANIZATION

Mind Mapping and Idea Organization:

Kidspiration - graphical mapping tool Inspiration - simple graphical mapping tool Smart Ideas - graphical mapping tool

Portable/Laptop Systems:

AlphaSmart - portable word-processing tools

How can you use these technologies in class to not only differentiate instruction for specific students, but using the principles of Universal Design, make your classroom and lesson inclusive for all students?

Are there other technologies to use for Universal Design, or other ways of making written work such specific teaching strategies that you could use to improve written language production for all students?

© 2008 OISE, University of Toronto