at,self-conceptmotivation20xx-bridgestolearningconference在自我概念和自我激勵(lì)，20xx橋?qū)W習(xí)會(huì)議(已修改)
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【正文】 Assistive technology: It’s impact on selfconcept and motivation across school transitions. Gabrielle Young amp。 Jacqueline Specht The University of Western Ontario Bridges to Learning Conference May 14, 2022. This work was supported by an award from The Scottish Rite Charitable Foundation of Canada. What is Assistive Technology (AT)? ? “Any item, piece of equipment, or product system… that is used to increase, maintain, or improve functional capabilities of individuals…” (Reed amp。 Bowser, 2022). ? For individuals with learning disabilities (LD), AT includes puter programs with: speechtotext texttospeech graphic anizers word prediction ? AT can assist learning, make environments more accessible and enhance independence amongst individuals with LD (Blackhurst, 2022). Academic Difficulties ? Most students with LD exhibit some type of reading problem. ? Students with LD frequently experience problems in handwriting, spelling and written expression. ? Learning difficulties cause students to: produce less written work have difficulty anizing and revising their work produce lower quality written work avoid academic tasks Why Use Assistive Technology? ? AT can remediate the reading, spelling, and writing deficits of children with LD (Fasting, amp。 Halaas Lyster, 2022。 Hall, Hughes, amp。 Filbert, 2022。 Hetzroni, amp。 Shrieber, 2022。 Lange, McPhillips, Mulhern, amp。 Wylie, 2022). ? AT provides students with: independent access to curriculum the opportunity to develop pensatory skills the means to balance weak areas of learning with strong areas. ? As students learn to use AT, it may improve their reading and writing abilities in all content areas (Bryant, et al., 1998。 Frave, 2022。 MacArthur, 2022). ? AT provides students with the opportunity to express themselves at their intellectual level, without having to worry about the mechanics of their writing. ? By allowing technology to supply the missing skill, children can gain access to a whole new level of learning. ? When students have a means to build on their strengths and pensate for their weaknesses, increased motivation, higher rates of learning and improved achievement may ensue (Frave, 2022). BUT… ? It is recognized that providing technology does not ensure its successful use. ? You need: a supportive school environment students need to be provided with adequate training the technology needs to be assessed in order to ensure that there is a persontechnology match instruction needs to facilitate its use (Specht, Howell, amp。 Young, 2022). Why the Demonstration School? ? It provides intensive and specialized educational programs for students with LD. ? It provides students with the most uptodate training on AT. ? Its educators are well trained on the use and implementation of the technology. Why conduct these studies? ? Students with LD have lower selfconcepts than their nondisabled peers (Humphrey, 2022。 Kloomok, amp。 Cosden, 1994。 Valas, 1999). ? Students with LD experience difficulties with various forms of the learning process. This can lead to frustration, anxiety or tension, and result in low selfesteem and selfconfidence (McNulty, 2022). Academic SelfConcept ? Children with LD recognize the critical importance of academic achievement (Elbaum, amp。 Vaughn, 2022). ? Children with LD hold realistic selfperceptions of their academic difficulties, thus perceiving themselves negatively in one domain of selfconcept that most schoolage children highly value (Bear, Minke, Griffin, amp。 Deemer, 1998). Selfconcept of students with LD ? 81% of students with LD have lower selfconcepts than their nondisabled peers decrements in selfconcept occur by grade three and remain fairly stable though high school (Chapman, 1988). ? low selfconcepts can be attributed to: repeated school failures
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