Thomas Nordström|Staffan Nilsson|Stefan Gustafson|Idor Svensson
Assistive technology applications for students with reading difficulties: special education teachers’ experiences and perceptions
Linnaeus University|Chalmers University of Technology|Linköping University|Linnaeus University
purpose reading writing applications texttospeech tts speechtotext stt functions used assistive technology students reading difficulties increasingly used education however research sufficiently enough evaluated potential purpose study explore assistive reading writing applications perceived function regard students possibilities assimilate ie read communicate ie write textmethods following sixweek app intervention followup survey contained 54 special education teachers perceptions use apps impacted student motivation learning usability special education total 59 students reading difficulties grade 4 grade 8 high school assessed analyses included quantitative qualitative analyses teachers responses written materialresults results showed individual differences teachers perceived app usage textinteraction purposes including app usage affected student motivation autonomy textbased learning eightytwo per cent younger fortyseven per cent older students continued use technology intervention various degreesconclusions based findings students reading difficulties seem able use order assimilate text ie read communicate text ie write thus potential promote participation regular education future research focus customize assistive technology support order better utilize potentialimplication rehabilitationthis study found students reading difficulties could use reading writing apps texttospeech tts speechtotext stt portable tables able gain access produce text applied school settingto use tts stt assistive technology efficiently may require relative extensive support training even support students study benefited potential use technology processes able gain access produce text assistive technology seem difficult process studentsit proposed order enable students reading difficulties possibilities use assistive technology efficiently uses need customized even done extensive intervention