Web+for+PMLD+Learners

Web 2.0 and the PMLD Learner

Websites are complex, text-based documents containing links to other HTML documents and media. Most website designers don’t take into consideration those users who aren’t able to read, specifically people with PID/PMLD (profound intellectual or multiple learning disabilities). Accessibility options are available in many forms of assistive technology, including alternative input devices for mobility impaired, screen readers for users with audio impairments, and screen magnifiers for visual impairments. However, students with multiple or profound cognitive disabilities may require several assistive devices and simplified browser display of web pages to utilize Web 2.0 technology. As bandwidth and multimedia capabilities increase, interactive graphics-based websites using pictures, videos and symbols are now possible. PID/PMLD learners can experience the “cause & effect” of pressing a button to see something happen on-screen with specialized software add-ons. Some websites, including [|PMLDnetwork.org], have “easy read” versions available to simplify the display or audio. One company even created a web browser that simplifies and secures the Internet for autistic children called the [|ZacBrowser.] Another software utility available is [|Webwide,] which enables users to surf the web with speech support in normal mode, simplified text, or symbol version. Webwide does require a paid subscription. With the huge number of websites providing pared down versions of their web pages for mobile users, why not include a simplified graphical version for differently-abled persons? Graphics-based websites that are quick to load reinforce the “cause & effect” link. The level of “inclusion” is another big consideration with Web 2.0 and social networking. “Typically people with intellectual disability have small, highly restricted social networks characterized by interactions with other people with intellectual disabilities, family members, and paid workers.” (Clement) One study in Britain of learning disabled adult students indicated that “results show that websites can be a valuable and motivating educational asset if quickly accessible, graphics-based and closely matched to a student’s interest.” (Johnson) These particular students experienced many positive outcomes related to using technology. Negative outcomes included uninteresting or irrelevant material, slow downloading of media, and sites that were too text-dominated. It should be noted that the adult students had one-on-one assistance during the web browsing session. Johnson also states “In fact, website accessibility for this client group need pose no special problem. Moreover, what is needed is good website design—the creation of interesting content, with good multimedia content and efficient programming.”

References Johnson, R., & Hegarty, J. (2003). Websites as educational motivators for adults with learning disability. //British Journal of Educational Technology//, //34//(4), 479-486. doi:10.1111/1467-8535.00344. Clement, T., & Bigby, C. (2009). Breaking Out of a Distinct Social Space: Reflections on Supporting Community Participation for People with Severe and Profound Intellectual Disability. //Journal of Applied Research in Intellectual Disabilities//, //22//(3), 264-275. doi:10.1111/j.1468-3148.2008.00458.x.