1 / 38

This session

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

duena
Télécharger la présentation

This session

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related