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PC-reading Erik Arendal, Consultant MEd in Special Needs Education The Danish Centre for Assistive Technology www.hmi.dk ear@hmi.dk. This session. A brief introduction to: Danish thoughts and ongoing discussion to reading and solutions for dyslexics. WHO – the ICF Model on disability

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  1. PC-readingErik Arendal, ConsultantMEd in Special Needs EducationThe Danish Centre for Assistive Technologywww.hmi.dkear@hmi.dk

  2. This session • A brief introduction to: • Danish thoughts and ongoing discussion to reading and solutions for dyslexics. • WHO – the ICF Model on disability • Project PC- Reading • Danish national research project for adults with dyslexia using AT • Questions and discussion

  3. Dyslexia/reading difficulties • High demands for reading in modern life • In Denmark about 20% have poor reading skills, creating difficulties in everyday life, work and education • The traditional solutions in Denmark: • Reading/writing courses for adults

  4. What is reading Reading = decoding X understanding • A cognitive processes in the brain • Decoding - getting new input from text • By eyes, ears or fingers (Braille) • And • Understanding the input

  5. Dyslexic readers/writers • The major problem is decoding the text • In writing the major problem is coding the text (spelling) • No (or minor) understanding problem • Compensation can be done by helping decoding the text. • Assisted reading: • E.g. text read out aloud by TTS software • Assisted writing: • E.g. assisted by word prediction software

  6. International Classification of Functioning, Disability and Health by WHO ( ICF) Health condition (disorder/disease) Body functionActivities Participation and structures Environmental Personal Factors Factors

  7. Interaction between components of ICF – Traditional reading courses Health condition (dyslexia) Body function Learn Participation and structures to read Environmental Personal Factors problem ?

  8. Interaction between components of ICF – Assisted reading or “PC-reading” Health condition (dyslexia) Body function PC Participation and structures reading Environmental Personal Digital texts Factors Assistive Tech./AT

  9. A Danish concept:ICT rucksackfor people withdyslexia

  10. ICT rucksack – to assist reading and writing • Laptop Computer - including: • Text-to-speech software - TTS • Word prediction software • Scanner and OCR software • C-pen (Scannerpen) • Word-processor • Internet, e-mail etc. • E.g. digital and accessible texts

  11. Danish government solution for people with dyslexia • Students: (from age 16 and up): • Ministry of Education (www.spsu.dk) • ICT rucksack • Digital textbooks (scanning/OCR) • At work • Job centre (municipality) • ICT rucksack + • Smartphones/tablets with TTS (just starting) • etc.

  12. PC-reading • A national Danish research project • Nationwide: 11 of 14 counties • Start: 2005 • End: 2010 • Final report, other documentation and English summary: www.hmi.dk/pc-laesning • Target group: adults with dyslexia eligible for ICT rucksack grant • To be used at study or at work

  13. Participants • 121 adults with dyslexia enrolled consecutively • 89 participants stayed in the study (74%) • Age 17-58 years (mean 30 years) • 39 studied, • 28 had jobs, • the remainder: unemployed, pensioners etc.

  14. Tests • Basic dyslexia test: • Specific reading problem • Decoding words (e.g. reading “non-word” test) • See Danish research and tests (in English) – click here • Screen reading test (SRT) • New test developed by the project • Semi structured Interview • Start: “How is your situation at work or study” • End: “Does assistive technology/AT help you” • In-depth interview of 3 selected interviewees - with severe dyslexia • As part of the research in my MEd degree

  15. Project - procedure Screen reading test without ICT rucksack (SRT) Dyslexia test Semi structured interview Screen reading test with IT rucksack (as a PC-reader) Learn to use IT rucksack 1 year as pc reader Screen reading test with IT rucksack Semi-structured interview In depth interview of 3 participants with severe dyslexia.

  16. SRT testText reading • Simple text • Without - • and later with • TTS • 5 texts = 30 items: • score 0-30

  17. Research results in 3 parts: • SRT – Screen Reading Test • Follow up interview after one year as a pc-reader using AT • All participants • both students (some with minor reading difficulties) • and workers (skilled/unskilled – some with major difficulties) • In- depth interview of 3 participants • Unskilled workers with severe dyslexia

  18. SRT test - results Correct answers – pc-reader: 29/30 Correct answers – NON pc-reader: 8/30 One column = One participant

  19. SRT test- short term efficacy • Major effect for people with severe difficulties • They PC-read and understand immediately, no long time training is necessary. • This group represents mostly skilled and unskilled workers • No or less validated results for people with minor difficulties • They solve the test without using TTS (the texts were too short and easy for them in this test) • This group represents mostly students

  20. Follow up interview How does AT influence your reading ? How often do you use AT when you read Always, usually or now and then 79 % How is your reading now using AT compared to earlier without AT? I read more 81 % I read faster 70 % I can easier understand the text 92 % I read more difficult texts 78 %

  21. Follow up interview How does AT influence your writing ? Do you use AT for writing ? 94 % How is your writing now using AT compared to earlier without using AT? I write more 81 % I write faster 57 % I make fewer errors 82 % I use a larger vocabulary 79 % I write longer texts 73 %

  22. Follow up interviewHow does AT influence your education- students only Do you use AT in your study 92 % Does AT positivly influence your study (None, Some, Very much) Very much Very much + Some Complete your education 77% 100% Easier overcome the curriculum 61% 87% Get/got better grades in examination 68% 87% The value of AT is great for students also

  23. Follow up interview How does AT influence your job- all participants • Do you use AT at your job 29% • Both full time and parttime jobs (students) • IF Yes: • Does it help you at work 56%

  24. Follow up interview How does AT influence you as a person – overall ? Positively influence for: None, Little, Some, Very much Very much +Very Much Some Your self-confidence 38% 75% Your independence 40% 83% Your believe in wanted education 32% 62% Your believe in wanted job 33% 67%

  25. In- depth interview • 3 selected participants • Severe dyslexics (Score = 0 in SRT without AT) • Great short term efficacy (Score > 20 in SRT with AT) • Unskilled workers – all men • All 3 had jobs - Age 23, 40 and 56 years • Granted equipment • Ict rucksack (laptop, TTS, scanner, OCR ) • Focus on whole life situation • Both before and after - when using AT

  26. The equipment/AT was not used at work All 3 had chosen jobs, which demanded very little reading and writing Unskilled workers - wood- and metal production Difficult to use at work Dust and dirt at the workingplace Hard texts to scan/OCR (complicated layout) Long time to use AT was not working with computers and other technology at the working place

  27. The equipment/AT was used very much at home/privat Scanning, OCR and reading of manuals etc – from the job Very difficult, but they tried and it was of great help. Scanning of letters E.g. official letters from municipality Internet, e-mail m.m. Newspapers, hobbies, family, friends etc.

  28. Potential at work - as the 3 participants see it AT (TTS) on the machine/computer at work Manuals etc. in a digital accessible format. On computers at work or send by e-mail At education and professional courses Books an other course materials in digital accessible formats

  29. Largest value in their whole life situation Independence of others ”helping” them Quote: ”It can read everything for me, now I don’t depend on others to read for me” Self-confidence Quote: ”Now I can do whatever I want” New believe in education and jobs Quote: ”I can be professional educated, and I can attend professional courses” Quote: ”I can manage a job where I have to read – if I wish to change job”

  30. Summary • Great and immediate value • Both participants with severe dyslexia (SRT) • And students with better reading skills reading more difficult texts (Follow up interview) • Follow up interview: Great value for all • A majority in both groups say they read and write significantly more and better using AT. • More self-confidence and believe in education and jobs • In-depth interviews: • Great value in private life, but not used at work (so far) • Independence and self-confidence is the key words for them

  31. Perspectives • The research project points at 3 themes as an outcome of the results: • Greater and general use of AT • Greater and general use of digital accessible texts • A changed attitude on reading and new solutions for dyslexics

  32. Greater and general use of AT • AT software installed on ”every” computer in education • Inclusion of dyslexics • Not only dyslexics can benefit from AT (e.g. word prediction) • AT as a possibility on computers/technology at work • E.g. installed on computers or as an USB-device • Use of mobile technology • Smartphones/iPhone, Tablets/iPad, Smart/QR-codes, Videos etc.

  33. Greater and general use of digital accessible texts • Digital and accessible formats of books and text-materials • Both in education and at work. • Directly from the publisher. • And or • Made accessible and available by the institution of education, or by the employer

  34. A change in attitude on reading and new solutions for dyslexics • From training/learning to read as the ”goal” • To read for learning (e.g. as a Pc-reader) • To equal participation - in spite of dyslexia • To acceptance of Pc-reading and diverse learning • From an individual learning disability • To environmental responsibility • To implement the UN Convention on the Rights of Persons with Disabilities

  35. UN - Convention on the Rights of Persons with Disabilities • Denmark has signed the convention and a ratification is ongoing - e.g.: • Article 9 - Accessibility • Including information/knowledge and ICT • Article 24 - Education • Are the 3 themes an ”easy” way to implement CRPD for dyslexics ?

  36. More information and documentation www.hmi.dk/pc-laesning Research report – methods and results Summary in English Masterproject (Masterafhandling) Danish: Voksne ordblindes anvendelse af it-hjælpemidler Abstract in English Information-booklet Cases and summary conclusions Only in Danish

  37. Questions and comments

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