Technology Toolbelt Methodology and Writing Productivity Outcomes In Students with Learning Disabilities

This study was designed to evaluate writing productivity outcomes and the technology choices of elementary students with learning disabilities from classroom implementation of a technology ‘Toolbelt’ framework, which included the following components: (1) A broad range of technologies (including assistive technology) was available and accessible to students within the classroom; (2) Technology was embedded in writing curricula that included instruction in both writing processes and how to use the technology; (3) Technology integrated instruction occurred in whole class lessons that incorporated select empirically based teaching recommendations; and (4) Lessons were planned and taught collaboratively by an assistive technology leader and the classroom teacher. The objective was to combine several factors not previously studied and measured, such as implementing the technology ‘Toolbelt’ theory with elementary students, integrating AT intervention into curriculum and instruction within a classroom, and supplying teacher training and support concurrent with student instruction. Pre- and post intervention writing productivity was measured using a paired samples t-test to compare the total number of words written by students during a weekly writing activity. Additionally, teachers observed and tallied the types of tools used by students when technology was utilized in the classroom. Students’ writing productivity and the type and frequency of technology use, were used to judge the effects of this alternative AT service delivery methodology. The results indicate that students’ wrote significantly more at the end of five weeks than they did in the first week, and that their technology use steadily increased overall. This study found that the technology ‘Toolbelt’ framework is a promising alternative assistive technology implementation model.