Technology, UDL & Literacy Activities for People with Developmental Delays

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Author(s): Kevin M. Ayres (The University of Georgia, USA), John Langone (The University of Georgia, USA)and Karen Douglas (The University of Georgia, USA)
Copyright: 2009
Pages: 18
Source title: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
Source Author(s)/Editor(s): Leo Tan Wee Hin (National Institute of Education, Singapore)and R. Subramaniam (National Institute of Education, Singapore)
DOI: 10.4018/978-1-60566-120-9.ch002

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in K-12 Education

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Abstract

As with technology, literacy is evolving. No longer is word decoding a sufficient skill for independently navigating a text rich environment. For individuals with severe developmental delays accessing literacy has always been a distant, seemingly unachievable goal. As technology has transformed what it means to be literate, it also has transformed how individuals can interact with text. Through technologymediatedinteractions with electronic text, individuals with developmental disabilities are beginning to have greater access to the world around them. While technology is no panacea for the learning difficulties these individuals exhibit, it potentially can alter how these individuals gain meaning from text. The purpose of this chapter is to explore this evolving definition of literacy in terms of technology, paired with universal design, which might allow teachers to provide students with severe developmental delays greater access and interaction with text.

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