"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

Works Cited

Ahrens, K. (2011). Build an assistive technology toolkit. Learning & Leading with Technology, 39(3), 22-24.

Campbell, D. M. (2004). Assistive technology and universal instructional design: A postsecondary perspective. Equity & Excellence in Education, 37(2), 167-173.

Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37(2), 143-154.

Macauley, W. J., et al. (2004). Paying attention to learning styles in writing center epistemology, tutor training, and writing tutorials. The Writing Lab Newsletter, 28(9) 28.9

McGuire, J. M., & Scott, S. S. (2006). An approach for inclusive college teaching: Universal design for instruction.” Learning Disabilities: A Multidisciplinary Journal, 14(1), 21-31.

Raskind, M.H., & Higgins, E. L. (1998). “Assistive technology for postsecondary students with learning disabilities: An overview.” Journal of Learning Disabilities, 31(1), 27-40.

Shaw, R. A. (2011). Employing universal design for instruction. New Directions for Student Services, 134, 21-33.

Urquhart Engstrom, E. (2005). Reading, writing, and assistive technology: An integrated developmental curriculum for college students. Journal of Adolescent & Adult Literacy, 49(1), 30-39.