The Journal of Special Education Technology recently published an independent research study, titled "Using Software to Enhance the Writing Skills of Students with Special Needs," that examines the impact of assistive technology on the writing skills of students with disabilities. The research compared students' writing outcomes using word prediction and talking word processor tools to their handwritten work samples. The study took place at an urban elementary school in Dayton, Ohio, and measured the impact of assistive technology writing tools on 5th graders' writing skills over a period of 7 weeks. The writing accomodations used were Don Johnston's Co:Writer word prediction program and Write:OutLoud talking word processor, and these programs were used to support students during their daily district-mandated writing activities. The study showed that the technology helped students improve their writing outcomes in writing rubric scores, accuracy, spelling and the number of words written. For the full research study, click here.
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