NCLD.org - Get Facts & Resources!
Exploring the National Center for Learning Disabilities Site
See A Brief Overview of the Site
Educators: How can you level the playing field to allow equal access?
“As educators, our quest is to sidestep any barriers that may stand in the way of our students’ success and we are achieving this by implementing various assistive technologies in the classroom (Milone, 2000).” (wikibooks.org, p.1)
Many educators have little or no training in helping students with learning disabilities. The first steps are often self-educating, creating alliances with parents, and getting information to parents. I would use the NCLD site to direct teachers to resources, laws, and practices.
Parents: How can you make sure your child has what he or she needs to learn?
Parents often worry that their child is either being coddled or stigmatized by the use of assistive technology. I would recommend that parents visit the site linked from the NCLD site: Understood.org. This can help parents educate themselves, create connections, and get a better understanding of what it means to have a learning disability. This site is a resource for parents to understand their child's learning process, get suggestions for support services and technology, and learn to advocate for their child.
Johanson, J. (1997). Technology in education: A case for change Retrieved May 30th, 2008, from http://www.csa.com Learning Disabilities Association of Canada (2003). Adaptive Technologies. Retrieved June 2nd, 2008, from http://www.ldac-taac.ca/indepth/tech_work-e.asp
Milone, M. (2000). Special teachers for special needs. Technology & Learning, 20(9), 40-44. Retrieved June 2nd, 2008 from www.csa.com
wikibooks.org. (2011). Issues in Digital Technology in Education/Assistive Technology in Education: A Critical analysis of the “Highs” and the “Lows". In Issues in Digital Technology in Education. Retrieved from http://en.wikibooks.org/wiki/Issues_in_Digital_Technology_in_Education/Assistive_Technology_in_Education:_A_Critical_analysis_of_the_%E2%80%9CHighs%E2%80%9D_and_the_%E2%80%9CLows%22