Abreu-Ellis, C., & Ellis, J. B. (2006). The challenge of accommodation in higher education: A survey of adaptive technology use in Ontario universities . Journal of Teaching and Learning , 4 (1), 31–41. https://doi.org/10.22329/JTL.V4I1.84

Numerous types of assistive technologies (AT) used by students with learning disabilities in postsecondary settings were examined.

Seventeen individuals who worked at Disability Services Offices across 20 postsecondary institutions in Ontario (Canada) participated.

Participants responded to an online survey that aimed to measure the types of AT that were used for postsecondary students with disabilities. This survey also examined how these students were trained in the assistive technologies and the challenges that assistive technologists experience when supporting students with learning disabilities. Descriptive statistics and anecdotal narratives were used to analyze data.

Students with learning disabilities were not familiar with the assistive technologies that would best fit their needs. Training in these technologies occurred individually or in small groups rather than in large group settings. All participants noted that students used screen readers and voice recognition software (specifically Kurzweil and Dragon Naturally Speaking). Almost all (94.1%) participants indicated that the third most used assistive technology was a mind mapping/ organizational software (Inspiration). Texthelp, a reading and writing software, was identified by 10 (58.8%) participants. Assistive Technologists reported a few challenges: consistency of the AT used by students, providing effective training while courses were in progress, and supporting students with unique needs in finding the best fit available technology.