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Using Assistive Technology
Issues of Perseverance and Responsibility
Cheryl Dobbs
BDA NTC
2014
A study which examined the difficulties students
encountered with writing and an exploration of the
different digital tech...
This included examining terms and their meanings when used in
differing contexts
e.g. writing assistive technology disabil...
VIEWED THROUGH THE PERSPECTIVE OF :
Facilitators (those
supporting students
with digital technology
use)
Developers/Distri...
STEVE’S EXPERIENCE
Early school years
Using Technologies in the
Primary and Secondary
Classroom
Examinations
EARLY YEARS
Difficulties
Expectations
Classroom Practice
USING TECHNOLOGIES IN THE CLASSROOM
Practical Application
Persevering with use
Perceptions encountered
Responsibility
EXAMINATIONS
Access Arrangements
Communicating and Demonstrating
Knowledge
Choosing Writing Tools
SOME ISSUES:
Awareness and Knowledge
Responsibility
Mainstream/Specialist Technologies
Finance
RESEARCH IN USE: 2014
Universal Design
BYOD (Bring Your Own Device)
Examinations and Assessments
Facilitation Model which ...
cheryl.dobbs@bigpond.com
www.bdatech.org
Students’ Use of Digital Technologies to Support
Writing Difficulties
Kings’ Coll...
Using Assistive Technology: Issues of Perseverance and Responsibility Cheryl Dobbs, BDANTC
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Using Assistive Technology: Issues of Perseverance and Responsibility Cheryl Dobbs, BDANTC

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Presented by Cheryl Dobbs at the BDA International Conference 2014.

As part of a qualitative study that investigated the different contexts in which students used digital technologies to support their personal difficulties with writing, this paper focuses upon one student's experience. It culminated in an exploration of his use of different technologies and specifically his adoption of speech recognition software to support his issues with dyslexia and dyspraxia. This student’s experience does not dwell purely upon successful implementation but demonstrates the problems, frustrations and barriers he encountered as he endeavoured to strive for productivity in different educational environments. This included his experience in both primary and secondary schools, and subsequently university. Some of the strategies he ultimately employed to facilitate use will be explored, since these emphasise the importance of personal autonomy and responsibility for his own learning needs.

Published in: Education
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Using Assistive Technology: Issues of Perseverance and Responsibility Cheryl Dobbs, BDANTC

  1. 1. Using Assistive Technology Issues of Perseverance and Responsibility Cheryl Dobbs BDA NTC 2014
  2. 2. A study which examined the difficulties students encountered with writing and an exploration of the different digital technologies they used for support.
  3. 3. This included examining terms and their meanings when used in differing contexts e.g. writing assistive technology disability Exploration involved examining the experiences students had encountered through a focus upon:
  4. 4. VIEWED THROUGH THE PERSPECTIVE OF : Facilitators (those supporting students with digital technology use) Developers/Distributors of software designed for writing support Students
  5. 5. STEVE’S EXPERIENCE Early school years Using Technologies in the Primary and Secondary Classroom Examinations
  6. 6. EARLY YEARS Difficulties Expectations Classroom Practice
  7. 7. USING TECHNOLOGIES IN THE CLASSROOM Practical Application Persevering with use Perceptions encountered Responsibility
  8. 8. EXAMINATIONS Access Arrangements Communicating and Demonstrating Knowledge Choosing Writing Tools
  9. 9. SOME ISSUES: Awareness and Knowledge Responsibility Mainstream/Specialist Technologies Finance
  10. 10. RESEARCH IN USE: 2014 Universal Design BYOD (Bring Your Own Device) Examinations and Assessments Facilitation Model which encourages and promotes independent activity and exploration
  11. 11. cheryl.dobbs@bigpond.com www.bdatech.org Students’ Use of Digital Technologies to Support Writing Difficulties Kings’ College, London 2014

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