Computer Technology Can Empower Students with Learning Disabilities: Articles: Publications: Theory & Research: Universal Design for Learning: CAST

Mason Barney was classified as a "gifted" student, so why was he failing math? When his parents met with his third-grade teacher to review his tests, they discovered something unusual. "Although Mason was only answering half the questions, he was getting all the completed ones correct," says his father, Jim. "We knew something was wrong."

They soon found out that Mason had a severe learning disability, including problems with reading, writing, organization, and attention-learning barriers that impaired his performance in all subject areas. In math, for example, Mason had trouble both reading word problems and recalling quickly enough the formulas and other basic knowledge necessary to complete tests and quizzes in the allotted time.

His parents immediately enlisted support from special needs experts, but not without some opposition. "One psychologist told us it was impossible for Mason to be gifted and learning disabled at the same time," says his mother, Bonnie.

Then several teachers recommended CAST, the Center for Applied Special Technology in Peabody, Massachusetts, not far from the family's home. In 1986, nine-year-old Mason enrolled in a CAST summer computer camp for students with disabilities. His parents watched, amazed, as Mason's brilliance found its voice through the computer. His confidence blossomed as CAST clinicians taught Mason to use graphics software and word processing to express himself, and learning software to support his lagging skills. It was the beginning of a long and rewarding relationship for both Mason and CAST.

CAST invited Mason to join its Pioneer Program, a research and development initiative that explored the role computers can play in supporting learning in children with physical challenges, hearing and vision impairments, and learning disabilities. The valuable insights that CAST researchers gained from their work with Mason, and other young "Pioneers," provided a solid foundation for what later evolved into Universal Design for Learning�, the organization's conceptual framework for responding to individual learner differences through the use of multimedia technology. Mason has been providing insight into the role of Universal Design for Learning (UDL) in addressing learning disabilities ever since.

Using technology in the classroom

Once he started using a computer to help him with his schoolwork, Mason could access material in a variety of ways and get support for his reading, writing, and spelling. Suddenly, he had a new way to express himself as well as to keep moving ahead academically. In the Ipswich, Massachusetts public schools, which he attended through high school, Mason was fortunate enough to have teachers who endorsed his use of computer-based learning supports. Mason attributes his teachers' attitude to his reputation as a serious student and to the fact that he was careful to ask permission before bringing his laptop computer to class. As technology began to be integrated school-wide into classrooms in the early 1990's, Mason's teachers gained a new appreciation for their student's advanced computer skills, coming to him for "tech support" when faced with problems beyond their own technical expertise.

For Mason, who considers his spelling and penmanship to be "atrocious," multimedia was a "godsend." Instead of relying on words alone, he used pictures, sounds and text to express ideas. Providing such "multiple means of expression" is a key tenet of the UDL approach to education, and contributed strongly to Mason's academic success. Rather than write a report for a high school assignment on 19^th Century American society, Mason created a multimedia presentation using images, sounds and words. By using multimedia to reflect his research on the subject, Mason was able to get excited about the project and "really 'wow'" his teacher.

In fact, Mason's academic performance improved so much that he was accepted at prestigious Bowdoin College, graduating in 1999 with a double major in Computer Science and Studio Art. At Bowdoin, Mason relied on computers for virtually all of his coursework. He used digital versions of textbooks (when available) and did most of his research and reading on the Internet with support from the CAST eReader�, which reads any digital text aloud. While Mason was virtually the only kid in high school to bring a laptop computer to class, he became a trendsetter in college. After observing him typing notes on his Macintosh� PowerBook during class lectures, almost a third of his classmates began toting their own laptops to class.

For his American Literature class, Mason found the works of Poe and Hawthorne online and used the CAST eReader to highlight text and read it aloud. "I read very slowly," he says, drawing out the syllables. "What someone else might read in a day could take me a month." Using eReader, Mason was able to increase his reading speed dramatically and maintain excellent comprehension, as the As and Bs he earned at Bowdoin attest. Tools such as "spell check" were also invaluable to him. "I cannot spell to save my life," he says. "You can tell me how to spell something a million times-I still won't get it right."

At Bowdoin, Mason did more than read the classics. As a sophomore, he took an art class and discovered his talent for drawing. "This was the first time I'd ever tried art. People assumed that because I had fine motor problems, I couldn't draw," he says. "But I've always been interested in pictures." Mason's mother recalls her son spending hours at museums and poring over National Geographic magazines. "We didn't realize he was getting all his information visually," Bonnie says.

Making it all work

Mason remains fascinated by the computer's ability to produce riveting visual effects. "I prefer material presented as text, speech, and pictures," he says. "With all those different representations coming at me, I'm able to get it." The computer is an ideal vehicle for such "multiple representations of content," another core UDL concept. Such built-in flexibility is central to the effectiveness of a universally designed curriculum. While some of this flexibility is derived from individual software programs, an essential part comes from the thoughtful gathering of tools, programs, materials, and Web sites that can be used in different combinations for different learners and for different teaching purposes. (For a complete description of the UDL concept, see "Tools and Materials that Support the Learning Brain," EP, May 2000, pp. 60-62). As a student, Mason relied on Adobe� Photoshop� and the then-popular HyperCard program to create his multimedia projects. (Today, Mason says, he would use Microsoft PowerPoint� to produce similar presentations.)

Although Mason's self-esteem remained strong during his high school and college years, the frustrations were, at times, overwhelming. "Even with all the help, I sometimes thought 'I'm just not capable,'" he admits. But positive past experience and motivation propelled him forward. "I've learned that computers can help you do almost anything," he says.

Facing the future

Mason is now reaping the benefits of all his hard work. At 23, he has embarked on a promising career as a Web developer, and his learning disability has, "without question," led him in directions he might not otherwise have pursued. While it has closed some doors on his career path, it has opened others. "Though my job as a programmer isn't visual, my training as an artist has taught me how to think creatively," he says today. "My learning disability has given me a different view on a lot of projects. It allows me to see the angles others might have missed."

If there is one message Mason could convey to parents of children with learning disabilities, it is the importance of learning as much as possible and gathering outside opinions on the diagnosis. "Get support. Make sure you're not the only ones reading the (evaluation) reports." Being informed, he adds, "is important not only for the parent, but for the child, so he or she never gets the feeling, 'I'm just dumb. I can't do this.'" Mason credits his own parents for their unwavering support. "They've been my best advocates," he says. From the beginning, the Barneys recognized their son's potential and urged him beyond the many obstacles. "Sometimes we were the only people fighting for him," Bonnie says. "But when CAST got involved, they realized his ability to achieve and really encouraged him."

The Barneys' efforts have been well worth the struggle. In their hometown of Ipswich, Mason's former teachers are still inspired by his legendary computer proficiency, and his success has paved the way for other children with disabilities. Thanks to Mason's positive example, the Ipswich teachers have an increased awareness of the issues surrounding learning disabilities and the role computer technology can play in addressing these issues. As Mason's mother says: "Mason is a trailblazer. He's going to do wonderful things."

Resources:

Parents of children with disabilities can obtain assistive technology, services, and information under the federal Technology-Related Assistance for Individuals with Disabilities Act (Tech Act). For more information on local services nationwide, visit the Tech Act Web site at http://www.abledata.com/Site_2/state_technology_assistance_proj.htm, or call Abledata at (800) 227-0216 (press 4 to talk to a representative).

The Alliance for Technology Access Center is a national organization with centers throughout the country. Many of these centers provide evaluation services; others can refer parents to evaluation centers in their area. They may be contacted at (415) 455-4575 or their Web site: http://www.ATAccess.org.

Leslie B. G. Goldberg is a Boston-based freelance writer and corporate communications consultant. Lucinda M. O'Neill is a staff writer at CAST.

Universal Design for Learning� is a trademark of CAST. CAST trademarked UDL as part of its program to disseminate information about this concept, to protect its meaning, and to assure its appropriate use. CAST invites others organizations to apply for use of UDL in describing programs, services and products. More information is available at CAST's website, www.cast.org. The CAST eReader� is also a trademark of CAST.