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Using Assistive Technology Adaptations to Include Students with Learning Disabilities in Cooperative Learning Activities

Diane Pedrotty Bryant, is an assistant professor in the Department of Special Education at The University of Texas at Austin. Dr. Bryant serves as the coordinator for the Assistive and Instructional Technology Lab. Her research interests include instructional interventions and technology-related instruction for students with learning disabilities. Address: Diane Pedrotty Bryant, The University of Texas, Department of Special Education, College of Education, Austin, TX 78712.

Brian R. Bryant

Brian R. Bryant lives and works in Austin, Texas. His professional interests are in assessment and literacy and technology's role in each of these areas for people who have disabilities.

Cooperative learning (CD is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

Journal of Learning Disabilities, Vol. 31, No. 1, 41-54 (1998)
DOI: 10.1177/002221949803100105


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