Investigating the Use of Assistive Technologies for Students with Learning Disabilities /Walaa Mohamed Hassan Attia

Supervisor: Mohamed Mamdouh Awny

Thesis (M.A.)—Nile University, Egypt, 2023 .

"Includes bibliographical references"

TABLE OF CONTENTS
DEDICATION ................................................................................................................ i
ACKNOWLEDGMENT................................................................................................ ii
DECLARATION ..........................................................................................................iii
ABSTRACT.................................................................................................................. iv
TABLE OF CONTENTS.............................................................................................. vi
LIST OF ABBREVIATIONS....................................................................................... ix
LIST OF FIGURES........................................................................................................ x
LIST OF TABLES ........................................................................................................ xi
CHAPTER 1: INTRODUCTION .................................................................................. 1
1.1 DOCUMENT OUTLINE..................................................................................... 3
CHAPTER 2: LEARNING DISABILITIES ................................................................. 4
2.1 PREFACE ............................................................................................................ 4
2.2 TYPES OF DISABILITIES................................................................................. 4
2.2.1 Learning Disabilities..................................................................................... 4
2.2.2 Learning Disabilities Types .......................................................................... 5
2.2.2.1 Dysgraphia ............................................................................................. 6
2.2.2.2 Dyspraxia ............................................................................................... 7
2.2.2.3 Dyscalculia (Math dyslexia) .................................................................. 7
2.2.2.4 Auditory Processing Disorder (APD) (Auditory Dyslexia)................... 7
2.2.2.5 Language Processing Disorder (LPD) ................................................... 7
2.2.2.6 Dyslexia.................................................................................................. 8
2.2.2.6.1 Concept of Dyslexia........................................................................ 8
2.2.2.6.2 Symptoms of Dyslexia .................................................................... 9
2.2.2.6.3 Types of Dyslexia ......................................................................... 11
2.3 ASSISTIVE TECHNOLOGY FOR LEARNING DISABILITIES................... 15
2.3.1 Benefits of Using Technology .................................................................... 18
2.4 FORMS OF DYSLEXIC ASSISTIVE TECHNOLOGY .................................. 20
2.4.1 Reading Assistive Technologies ................................................................. 20
2.4.2 Writing and Spelling Assistive Technologies............................................. 28
vii
2.4.3 Speech Recognition..................................................................................... 29
CHAPTER 3: RESEARCH METHODOLOGY ......................................................... 47
3.1 PROBLEM STATEMENT ................................................................................ 47
3.2 RESEARCH QUESTIONS................................................................................ 47
3.3 RESEARCH OBJECTIVES .............................................................................. 48
3.4 SIGNIFICANCE OF RESEARCH.................................................................... 48
3.5 RESEARCH METHODS................................................................................... 48
3.6 RESEARCH DESIGN ....................................................................................... 49
3.7 DATA COLLECTION....................................................................................... 49
3.7.1 The Exploitation of Secondary Data ........................................................... 50
3.7.2 Semi-Structured Interviews......................................................................... 51
A) Exploratory Phase Interviews ..................................................................... 51
B) Main Stage of Data Collection.................................................................... 55
3.7.3 Non-Participatory Observation ................................................................... 57
3.8 DATA ANALYSES........................................................................................... 58
CHAPTER 4: RESULTS ............................................................................................. 60
4.1 DISCUSSIONS .................................................................................................. 60
4.2 SUMMARY ....................................................................................................... 68
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ............................... 70
5.1 CONCLUSIONS................................................................................................ 70
5.2 FUTURE RESEARCH ...................................................................................... 72
5.3 LIMITATIONS.................................................................................................. 72
5.4 REASONS FOR NOT USING ASSISTIVE TECHNOLOGIES IN LEARNING
CENTERS IN EGYPT.................................................................................................. 73
5.5 RECOMMENDATION ..................................................................................... 73
REFERENCES............................................................................................................. 76
APPENDICES.............................................................................................................. 79
APPENDIX A: DETAILS OF THE CENTERS...................................................... 79
a) Learning Resource Center (LRC)............................................................... 79
b) IKIDS Academy.......................................................................................... 84
c) Different Abled Initiative............................................................................ 87
d) Be Creative Center...................................................................................... 89
APPENDIX B: INTERVIEW GUIDE..................................................................... 92
Appendix B-1: The First Interview Guide ........................................................... 92
Appendix B-2: The Second Interview Guide....................................................... 93

Abstract:
Assistive technology has been available to assist in educating students with learning
disabilities for many years. However, many tutors lack knowledge about the availability
and/or the possibilities of this technology, which results in its underutilization. Hence, the
technology that helps children enhance their cognitive and academic abilities is not
benefiting them as it should. This research aims to identify assistive technologies that can
support students with learning disabilities in developing their academic and cognitive skills
from the perspectives of specialists in relevant educational centers. The obstacles that limit
the provision of assistive technology are also identified, and appropriate suggestions are
developed to overcome them. A qualitative approach was used to achieve these research
objectives. The researcher conducted interviews to gather data from specialists in four
different educational centers. A review of the literature on the global availability and use
of assistive technology, along with interviews with specialists and center managers, as well
as observations at centers, helped raise awareness of its availability. This also highlights
the importance of utilizing assistive technology for individuals with learning disabilities.
In this research, 84 valid responses were obtained through interviews with individuals from
Egypt who are indulging in educational centers. Analyses of the data confirmed the
effectiveness of assistive technology in aiding individuals who have learning disabilities.
Interviews with tutors and managers from different centers included a range of questions
regarding the utilization of assistive technology for individuals with learning disabilities.
Responses reveal that specialized centers and parents of children with disabilities lack
comprehensive knowledge about assistive technology. Hence, they need specialized
awareness campaigns. This research provides valuable information on the provision of
assistive technology and the education of children with learning disabilities, aiming to
enhance their developmental and academic competence.

Text in English, abstracts in English.