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Assistive technology in the process ...

Morales Sousa, Jose I.

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Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level./
Author:	Morales Sousa, Jose I.
Description:	145 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560904
ISBN:	9781303076398

Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level.
Morales Sousa, Jose I.

Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level. - 145 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ed.D.)--University of Puerto Rico, Rio Piedras (Puerto Rico), 2013.

The purpose of this research study was to analyze how assistive technology could help blind and visually impaired college students develop writing skills in English as a second language and identify what assistive technology was adequate depending upon students' needs.

ISBN: 9781303076398Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level.
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020 $a 9781303076398
035 $a (MiAaPQ)AAI3560904
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040 $a MiAaPQ $c MiAaPQ
100 1 $a Morales Sousa, Jose I. $3 2095135
245 1 0 $a Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level.
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Maria A. Irizarry.
502 $a Thesis (Ed.D.)--University of Puerto Rico, Rio Piedras (Puerto Rico), 2013.
520 $a The purpose of this research study was to analyze how assistive technology could help blind and visually impaired college students develop writing skills in English as a second language and identify what assistive technology was adequate depending upon students' needs.
520 $a A mixed-method approach was followed to collect and analyze the data. The study revealed that blind and visually impaired college students used an array of assistive technology on a daily basis that enabled them to participate actively in the teaching-learning process. In this research study, participants required specific assistive technologies (AT) to achieve the writing process. Moreover, educators could integrate technology and use more effective strategies to guarantee the integration and active participation of blind and visually impaired college students in the ESL classroom.
520 $a Based on the results of the study, it would be highly recommended to train blind and visually impaired students in assistive technology since primary grades until high school prior to be enrolled in college, to integrate remedial courses into the ESL college curriculum to reinforce literacy skills to this special population, especially in the areas of reading and writing, and to continue supporting programs (like the center established at Lazaro Library) to help college students with disabilities by making materials and equipment accessible to them. In addition, professors of ESL and other disciplines must continue designing lessons to reinforce literacy skills (reading and writing) to blind and visually impaired college students. Moreover, it does not matter what academic level students are engaged in, these must be involved in authentic learning experiences. Educators should develop in students the competences necessary to form part of today's and tomorrow's knowledge society. They should prepare all students to engage actively in the working field of their preference. Finally, it is recommended to conduct an extension of this study. In addition, studying ESL blind and visually impaired college students' performance in other language arts related areas would be remarkable (listening, speaking, and reading).
590 $a School code: 0281.
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0441
710 2 $a University of Puerto Rico, Rio Piedras (Puerto Rico). $b Education. $3 1679614
773 0 $t Dissertation Abstracts International $g 74-09A(E).
790 $a 0281
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560904