"Assisting Writers with Assistive Technology"

Maggie Collins

Maggie Collins is earning her Ph.D. in Rhetoric and Writing at Bowling Green State University. Her research interests include writing program administration, writing assessment, and composition pedagogy. Before attending BGSU, she attended DePaul University where she earned her M.A. in Writing, Rhetoric, and Discourse while working at DePaul University’s University Center for Writing-based Learning as a peer writing tutor.

Contents

Introduction

Assistive Technology Overview

Assistive Technology Overview Cont.

Framework for AT in Writers Centers

Focus Group Research

Focus Group Research Cont.

Discussion

Assistive Technology Recommendations

Conclusion

Works Cited

Framework for AT in Writers Centers

To capitalize on these studies, it is crucial to discern how non-LD writers can utilize assistive technology. One method is Universal Instructional Design. Universal Instructional Design is defined by the dean of the School of Education at Westminster College, Robert Shaw, as “an approach to course design that seeks to create an appropriate learning environment for all students, including those with disabilities” (2011, pg. 21). Joan McGuire and Sally Scott (2006), postsecondary disability specialists, further develop the definition by stating that Universal Instructional Design principles help teachers think about their teaching practices and how to reach a broad audience. McGuire and Scott (2006) shared the nine principles for Universal Design for Instruction: equitable use, flexibility in use, simple and intuitive, perceptible information, tolerance for error, low physical effort, size and space for approach and use, a community of learners, and instructional climate. All of these principles provide students with learning or physical disabilities the greatest amount of accessibility to information and tools; however, UID is a framework, not a list of rules, so all the principles do not need to be followed in every scenario—one chooses the principles that best work for their students (McGuire & Scott, 2006).

Similarly, Shaw (2011) recommends providing multiple methods of representation, action and expression, and levels of engagement to ensure learners acquire knowledge, can demonstrate that knowledge, and maintain interest. Many writing tutors know this and already apply this in terms of learning preferences in tutorials; for instance, William MacAuley (2004), University of Nevada at Reno’s writing center director, shared that in a meeting with tutors, they asked for “colored markers, a selection of highlighters, and multicolored Post-It notes” to better collaborate with writers “who needed something a little more visual” (pg. 2). Even though these tutors did not know they wanted to use low-tech assistive technology, they knew how to accommodate visual writers and use their strengths to improve the writers’ processes.

MacAuley (2004) emphasizes that learning preferences should be studied and employed in writing appointments because there have been several studies that proved that when writers know and leverage their learning styles, their academic performance improves and they continue to use their learning styles to their advantage. Therefore, by establishing a writer’s learning preference, they will become more confident in their abilities using that style and they are more likely to succeed academically.

This practice would ultimately meet the needs of a wide variety of students. Following this examination, Shaw (2011) suggests creating a diverse learning environment by using technology. Using select forms of technology with UID in mind sets an “educational foundation for all learners” (Campbell, 2004, pg. 168), which means additional accommodations for writers are less likely to occur.