TOPIC 9. Development or Adaptation of Innovative Technologies to Enhance Learning and Development for Individuals with Disabilities of All Ages.

• Investigation of Network Learning System to Support Postsecondary Students with High Incidence Disabilities
• Investigation of Network Learning System to Support Postsecondary Students with Low Incidence Disabilities
• Teaching Test-Taking Strategies: A Novel Intervention for Students with Learning Disabilities

ABSTRACT:
The proliferation of digital content and network computing offers the best opportunity ever to extend mainstream teaching and learning materials to individuals with disabilities. The specific aim of this proposal is to study the use and effectiveness of a Universal Learning Technology's Network Learning System (NLS) with students who have high incidence disabilities and differences and to use that information to design and develop the next release of that system (in SBIR Phase II) which will include the supports required by those students.

To do this, ULT will conduct a Course Trial, which will, focus on the use of NLS as an integral part of an Introductory Psychology course at Northeastern University. Issues of universal design will be investigated with: a) regular education students; and, b) relatively high incidence and moderate need students such as those with learning disabilities (LD) and English as a second language (ESL).

SUMMARY OF ANTICIPATED RESULTS AND IMPLICATIONS:
The proposed SBIR Phase I research will result in specific universal design recommendations for NLS to broaden the learning potential for students with disabilities. The challenge is not merely to evaluate and recommend a list of access features, but to recommend how such access capabilities can be integrated into a learning environment that is simple, engaging, and supportive for all learners - a universally designed learning network. The results of the Phase I analyses will enable ULT/CAST to produce several summaries which address the central research questions in preparation for Phase 11 NLS modifications.

Implications of the Approach: By investigating NLS Release I in a realistic context (a university class) and by seeking especially to include students with a high incidence disabilities such as learning disabilities and students with English as a Second Language, we will gain valuable insights on how to design a system that is not only inclusive of a wider range of students than any existing system, but also a more flexible and powerful learning environment for every student.

Potential Commercial Applications:ULT market research indicates a strong potential for NLS in the higher education marketplace. Already several major college text publishers have shown support for NLS, and two have entered into agreements to provide content. Publishing partners and investors affirm that NLS is the only product that brings together course resources, learning tools, collaboration, communication, and presentation opportunities in one system. NLS, in contrast to other products, provides both a comprehensive information delivery system and a supportive learning environment that helps students develop core competencies including reading, studying, and presenting major themes of a course. Furthermore, as publishers and universities are expected to serve an increasingly diverse population of students, the universal design of NLS will be a key factor for commercial success.

ABSTRACT:
The proliferation of digital content and network computing offers the best opportunity ever to extend mainstream teaching and learning materials to individuals with disabilities. The aim of this proposal is to study the use and effectiveness of Universal Learning Technology's Network Learning System (NLS), with students who have low incidence disabilities with a high need for support.

To do this, ULT will conduct a Tools and Supports Investigation which will focus on informal use of the NLS in relation to preferred tools and accommodations of people with relatively low incidence and high-need disabilities such as blind/low vision, deaf/hearing impaired, orthopedically/motorically impaired. Observations will be made of the learning needs of these populations to define requirements for additional NLS functionality as well as accommodations for third party products. The resulting information will be used to design and develop the next release of ULT's Network Learning System (in SBIR Phase II) which will include the supports required by those students.

SUMMARY OF ANTICIPATED RESULTS AND IMPLICATIONS:
The proposed SBIR Phase I research will result in specific universal design recommendations for NLS to broaden the learning potential for students with low incidence and high-need disabilities such as blind/low vision, deaf/hearing impaired, orthopedically/motorically impaired.

The challenge is not merely to evaluate and recommend a list of access features, but to recommend how such access capabilities can be integrated into a learning environment that is simple, engaging, and supportive for all learners - a universally designed learning network. The results of the Phase I analyses will enable ULT/CAST to produce several summaries which address the central research questions in preparation for Phase II NLS modifications:

Implications of the Approach: By investigating NLS Release I for students with low incidence and high-need disabilities such as blind/low vision, deaf/hearing impaired, orthopdiacally/motorically impaired, we will gain valuable insights on how to design a system that is not only inclusive of a wider range of students than any existing system, but also a more flexible and powerful learning environment for every student.

Potential Commercial Applications:LT market research indicates a strong potential for NLS in the higher education marketplace. Already several major college text publishers have shown support for NLS, and two have entered into agreements to provide content using the system. Publishing partners and investors affirm that NLS is the only product that brings together course resources, learning tools, collaboration, communication, and presentation opportunities in one system. NLS, in contrast to other products, provides both a comprehensive information delivery system and a supportive learning environment that helps students develop core competencies including reading, studying, and presenting major themes of a course. Furthermore, as publishers and universities are expected to serve an increasingly diverse population of students, the universal design of NLS will be a key factor for commercial success.

ABSTRACT:
Test-taking deficiencies represent a major hurdle for students with learning disabilities from late elementary school into college. However, few programs teach test-taking strategies that enable these students to demonstrate their potential. Phase I of this project focuses on the development of a novel instructional program to teach study and test-taking strategies. In Phase II, this program will be converted to CD-ROM so that unique computerized test-taking strategies can be easily accessed by students with learning disabilities. Our proposed study incorporates two components: the first helps students to understand their test-taking profiles and the strategies they typically use in the learning situation. The second consists of strategies which help students to improve their efficiency and accuracy before, during and after tests when memorizing, prioritizing, isolating critical information, and analyzing language. The experimental group of fifty learning disabled students will receive the test-taking intervention over eight weeks. The control group of fifty learning disabled students will be given information to read about improving test-taking. Success will be measured by pre-post changes on the TESTS strategy questionnaire, improvement on a measure of test-wiseness, and pre-post test performance on three California Achievement subtests.

SUMMARY OF ANTICIPATED RESULTS AND IMPLICATIONS:
None provided

[Topic 7]

[Topic 10]