College students with (n = 137) and without disabilities (n = 475) were surveyed about their perceptions of using various types of test accommodations. Results indicated that extended time was perceived as having a positive effect by the most students (>87% of both groups), followed by separate room testing and extra breaks (>60% of both…

An individualized education program is a legal document that details information regarding the special education program of a student with a disability. For parents to determine whether they agree with the individualized education program that is proposed by the school, they must first be able to read and comprehend the document. This study aimed…

Unilateral spatial neglect frequently involves a lateralised reading disorder, neglect dyslexia (ND). Reading of single words in ND is characterised by left-sided omissions and substitutions of letters. However, it is unclear whether the distribution of error types and positions within a word shows a unique pattern of ND when directly compared to…

Written essays are a common feature of classroom and high stakes standardized tests at many age levels. However, little is known about how small alterations in the writing task affect students' writing, an issue made more important by the increasing use of task alterations for students with disabilities. In the present study, 140 college students…

The article describes the advantages of word processing for children with problems affecting motor coordination and control or with disorders affecting memory, planning, spelling, and organization. Stressed is the importance of software selection, instruction, and computer access. (DB)

The format of a model vocational evaluation report for special education students is described in terms of components: student information and data, test results, and recommendations. Adaptation of the model for word processing has increased report writing efficiency. (CL)

Individualized educational programs (IEPs) written either by hand or by use of the "IEP Writer'" a specially designed word processing program, were compared. Results indicated that IEPs which were written using the program took less time and were of higher quality than were handwritten IEPs. (Author/DB)

This article describes how one secondary writing teacher integrated two computer-assisted strategies into her writing curriculum to enable students to use writing as a means of thinking. Strategies involved providing feedback on other students' writing and on addressing issues of interest in online synchronous chats. Application with students who…

The research literature on the effect of computer assisted writing with disabled and non-disabled persons is reviewed. Covered are research on: composing processes, composing with computers, software for intervening in the composing process (e.g. drill and practice, text analysis, simulations); and developing writers. (DB)

Describes microcomputer-based hardware, software, and adaptive devices that are available to help disabled students based on experiences in the Charlotte-Mecklenburg Schools. Highlights include speech synthesizers; devices for computer monitors that bypass the need to use a keyboard; switches sensitive to light, movement, and air; and word…

Results of a survey of 298 special education/teacher education programs indicated that: (1) the institutions were not utilizing available technology; (2) there was no relationship between systematic planning and success of new technology; (3) and the most common technology adopted was microcomputers used for computer-assisted instruction and word…

A course on computers and writing for special education middle school students who are reluctant writers is described. The background of the course, the role of the computer, student attitudes, outcomes, and success factors are discussed. An added advantage was the improved communication between regular and special educators. (DB)

A list of microcomputing competencies associated with functions that special education professors typically perform was assessed by 148 special education faculty who use microcomputers. Word processing was rated as the single most useful competency, along with the category of providing instruction about microcomputer applications in special…