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Abstract: Despite the large increase of students with learning disabilities (LD) entering postsecondary institutions and the legislative emphasis on providing students with disabilities equal access to education, we have yet to develop comprehensive planning of accommodations for postsecondary students with LD in regard to assistive technology (AT). The purpose of this study was to provide empirical insight related to using AT to support reading comprehension in postsecondary students with LD. Participants were six postsecondary students with LD. A multiple baseline across participants design was employed to examine the effects of AT, specifically the ClassMate Reader, on reading comprehension. The data were analyzed to discern participant performance with and without the device, social fidelity, and acceptability.
Keywords. Assistive technology, Learning disabilities, Postsecondary students, Reading comprehension
*No financial interest or intellectual aid was provided by Classmate Reader and/or Human Ware, Inc. to support this study.
Changing workforce demands have created an environment in which postsecondary education has become a necessity for students with LD (Eckes & Ochoa, 2005; Madaus & Shaw, 2006). In addition, the National Center for Educational Statistics (2000) reported that students with disabilities graduating from college demonstrate employment rates and yearly salaries comparable to their colleagues without disabilities. Beyond the mere financial motivation, students with LD are striving for increased self-esteem and improved quality of life by demanding access to and success at the postsecondary level (National Council on Disability, 2003).
The number of students identified with LD entering higher education has increased markedly (see e.g., Stodden, Conway, & Chang, 2003), and these students constitute approximately 2% of the total undergraduate population in the U.S. (Vickers, 2010). According to Sparks and Lovett (2009), one of the possible explanations for this increase is the range and variability of services available at the postsecondary level. However, there is noted concern in the disparity of services provided at the secondary level and eligibility for those same instructional supports at the postsecondary level. In K-12 settings, the primary focus is to provide supports to learners during instruction that allows for increased access to learning materials, increased engagement, and the demonstration of knowledge. Conversely, at postsecondary settings, the focus often is only to provide reasonable accommodations during assessment situations.
Recent legislation addresses these continuous and challenging issues. The...