Learning Disablities & Technology Supports

Learning Disabilities

Silhouette of a frustrated child sitting at a desk in a classroom, surrounded by floating question marks and educational symbols. The scene includes a green chalkboard with subjects like math and science written on it, other desks, and a white wall in the background, conveying the challenges faced by students with learning disabilities.

According to the Learning Disabilities Association of America, A Learning Disability involves difficulty in one or more, but not uniformly in all, basic psychological processes.

Input (Auditory and Visual Perception)
Integration (Sequencing, Abstraction and Organization)
Memory (Working, Short term and Long-term memory)
Output (Expressive Language)
Motor (Fine and Gross motor)

Examples of Learning Disabilities

Dyslexia

Dyslexia is an unexpected difficulty in reading for an individual due to a difficulty in phonological processing, which affects the ability of an individual to speak, read, spell and write.

Indicators of Dyslexia

Reads slowly
Decoding errors
Difficulty with handwriting
Problems with math computations
Substitutions

Dysgraphia

Dysgraphia basically refers to problems with writing. It includes transcription skills; handwriting, typing, and spelling. Fluency in these skills is critical in developing mathematics understanding.

Indicators of Dysgraphia

Slow writing
Problems in spacing letters and words
Problems holding a pencil-style tool
Problems writing in a straight line
Problems spelling

Dyscalculia

Dyscalculia is exhibited through a poor comprehension of math symbols, struggles with memorizing and organizing numbers, problems with counting and problems telling time.

Indicators of Dyscalculia

Problems with place value
Problems with word problems
Problems with fractions
Difficulties in concepts related to time
Difficulty with organization

Assistive technology (AT) is “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities” (IDEA 2004). AT can be simple to complex.

Individual Educational Plan (IEP) teams must consider whether an item, piece of equipment or product can be used by a student to address a skill deficit that is related to a disability. If the answer is yes that technology is considered assistive technology for that student and must be provided in all tiers of instruction.

IEP teams consider physical, sensory, learning (cognition) and behavior skills. All these areas impact engagement in mathematics instruction.

Technology Supports

Technology is not just digital. Simple tech includes things like post-it notes, pencil grips and graph paper. Writing guides and arm rests are technological supports, as are calculators, math software, physical/virtual manipulatives and artificial intelligence. All students can benefit from the strategic use of technology during instruction.

Students with learning disabilities, such as dyslexia, dysgraphia, and dyscalculia, need assistive technologies, technology tools, accommodations and scaffolding to engage in mathematics instruction. Building technology into the lesson design is an essential part of developing universal instruction.