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Comparison of the Computer Experiences of Students With and Without Learning Disabilities by |
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Abstract This study investigated the attitudes and opinions of students with and without learning disabilities regarding the use of computers for school-related work. Using in-depth interviews, six students from grades 5 through 12, three students with learning disabilities and three students without learning disabilities, were interviewed. The interviews revealed five general themes: applications of computers, instructional uses of computers, attitudes about computers, personal experience with computers, and resource needs. Comparison of the interviews of students with and without learning disabilities showed that students with learning disabilities experienced greater difficulty with learning how to use computers.
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 Image obtained from IMSI's MasterClips Collection, 1895 Francisco Blvd. East, San Rafael, CA 94901-5506, USA. |
Do students with and without learning disabilities view the use of computers for school work differently? Very little research has investigated students' attitudes toward computers even though more computers are being placed in classrooms every year. While there is evidence that students with learning disabilities often struggle with writing (MacArthur, 1999), there has been little research into whether students with learning disabilities hold different views about computers than their non-disabled peers. This study investigated the attitudes that selected students with and without learning disabilities held about computers and their use in schools. A few earlier studies have looked at students' beliefs about computer use in schools and offered preliminary findings about attitudes, opinions, and overall use (King, 1995; Kinnear, 1995; Lewis, Ashton, Haapa, Kieley, & Fielden, 1999; Olivier & Shapiro, 1993; Proctor & Burnett, 1996). King's (1995) work showed that students do not always perceive computers as generally helpful, and that other variables, such as access time and location, influence their usefulness. Proctor and Burnett (1996) indicated that greater frequency of access and use of computers is related to more positive student attitudes about them. Lewis et al. (1999) found that even when computer use was connected with improvements in the quality of students' writing, students' attitudes about computers decreased. Of note, Kinnear's was the only study which used interviews of students as a means of learning about students' experiences using computers. Kinnear (1995) found that students' attitudes about computers were linked to how highly they rated the importance of computers. Olivier and Shapiro (1993) showed that there is a very high correlation between actual use and computer efficacy among students. Together, these findings point to the importance of understanding more about students' computer skills, beliefs and attitudes. |
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Following Pajares' (1992) recommendations for beliefs-oriented research, this study used qualitative data collection and analysis methods to learn more about students' attitudes about the role of computers in education. The unique advantage of this approach was that it involved asking students directly about their computer experiences instead of inferring them from survey results. The data were collected using in-depth interviews which addressed two specific research questions: |
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2. Are the computer attitudes of students with learning disabilities different from those of students without learning disabilities and how does that influence their interaction with technology? |
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Prior to selecting the participants for this study, the researchers discussed the selection of interview subjects with administrative personnel at each school. Candidates were nominated by school personnel based on the research objectives of learning how students with and without learning disabilities view computers. School personnel were asked to nominate students who were considered representative of their peers, but also possessing sufficient verbal skills to engage in an in-depth interview process. Once a pool of interview candidates was made, the students were asked in person by the researchers if they were willing to participate in an interview. Two students from each school (n = 6) were selected to be interviewed using structured interviewing techniques (Marshall & Rossman, 1995; Seidman, 1991). All six interview nominees agreed to participate. All interviewed students and their parents provided their written consent to participate in the interviews. Half (3) of the students were identified as having a learning disability. Among the students, years of experience using computers varied with age, however, all reported that they began using computers between ages five and eight. Information concerning the interview participants' sense of their computer skills was also collected. None of the subjects reported not having computer skills, but they did indicate a wide range of skill level, from poor to excellent. The following profiles give more background information about each participant and provide a context for each participant's computer-related experiences. |
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Darren: "So many possibilities." Darren, a 14 year old ninth grader, in his second year attending Fairmont when the interview was conducted, saw computers as offering students more options. He had chosen to attend a boarding school because his father's work with an international corporation involved overseas postings. With the exception of the second and third grades in the United States, Darren attended English language international schools through the sixth grade and then came to the United States as a boarding student starting in the seventh grade. Darren described his school experiences as generally positive, reporting that he has always enjoyed school. Darren had no history of a learning disability or school problems. He enjoyed his time at the international schools but described them as being small. He appreciated the chance to attend boarding schools which have larger student populations. Darren reported that he has always been a fairly successful student, reporting that "I like to learn." |
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.pdf file of this entire article (Acrobat Reader needed for viewing)| Meridian: A Middle
School Computer Technologies Journal
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