Writing with Technology: ICT Options to Aid Students with Special Needs

Learning to Write:  Technology for Students with Disabilities in Secondary Inclusive classrooms by Patricia M. Barbetta and Linda Spears-Bunton 

This paper looks at seven technologies available to help special needs students with the physical and organisational requirements for writing in a high school English class setting. The technologies reviewed are:

1. Digitized-text: Text from a printed source can be digitized using a range of technologies and then adapted, and text from online sources can be copied into programs such as Microsoft Word or specialised programs. Font size, style, colour and background colour can be changed,  words or passages highlighted and images added. These technologies are among those used for digitizing and/or adapting text: Kurzweil 3000, The Reading Pen & the InfoScan Electronic Note Taker.

2. Text-to-speech: Written digital text can be converted to spoken word. Sophisticated programs can help students with vision impairments and other disabilities who require text to be read aloud as they read or write. Kurzweil 3000 and Texthelp Read&Write 9.0 GOLD include this function.

3.Word Prediction: As students write, the program predicts the word they are typing according to the context and prevalence. A list of words is provided for the student to choose from and type with one keystroke. This speeds the writing process, makes spelling less of an issue and reduces fatigue for the physically disabled. A variety of programs include this function. Kurzweil 3000 and Texthelp Read&Write 9.0 GOLD are two examples.

4. Electronic Reference: A digital source which functions as dictionary, thesaurus and encyclopedia. Kurzweil 3000 and Microsoft word include these functions. Students with limited writing and reading skills and vocabularies can benefit from this technology. Handheld devices are also available such as the Merriam-Webster Speaking Dictionary and Thesaurus Device.

5.Cognitive Organisation: These programs use visuals to organise information and help with the process of writing. Inspiration 8.0 (Inspiration 9 is now available) is one such 'graphic organiser'. Diagrams can be created and links to websites, images included. These features are only the beginning. This program performs many functions, all aimed at supporting a range of learning needs and aiding in the overall writing process.

 6. Speech Recognition: Students dictate to the computer and their words are translated to text. This is especially useful for those with physical disabilities but has its limitations. The program often needs to learn the speaker's voice which takes time, clear speech is essential and background noise can interfere. Another speech recognition application is computer control, where students can control the computer and software with spoken instructions.

7. Alternative Writing Technologies: Portable word processors such as Neo and Dana can be used to type multiple pages which can then be transferred via USB cable or other means to a computer or printer. Also included in this category are alternative keyboards for students for whom traditional computer keyboards are unsuitable.

Before reading this paper I was unaware of most of these technologies. Looking into them further, I feel that the possibilities for helping students with a wide range of needs are very positive, and they could aid in 'levelling the playing field' for special needs students. While the paper did not offer data regarding proven effectiveness, it concludes that technology can perform a supporting function, and I definitely agree.


Barbetta, P., Spears-Bunton, L. (2009) Learning to Write:  Technology for Students with Disabilities in Secondary Inclusive classrooms. Research, Reflections and Innovations in Integrating ICT in Education, 1166-1170. Retrieved from http://formatex.org/micte2009/book/1166-1170.pdf