Session
Organizer 1: Charity Embley, Texas Tech University
Organizer 2: Charity Embley, Texas Tech University
Organizer 3: Charity Embley, Texas Tech University
Speaker 1: Charity Embley, Civil Society, Western European and Others Group (WEOG)
Speaker 2: Charity Embley, Civil Society, Western European and Others Group (WEOG)
Speaker 3: Charity Embley, Civil Society, Western European and Others Group (WEOG)
Charity Embley
Charity Embley
Charity Embley
Round Table - 90 Min
This is an individual concept paper I developed. It would be important to discuss different perspectives from different speakers in different states to be able to compare best practices.
This paper focused on tackling issues of learning and job performance of persons with disabilities. It is important to learn from others, especially what has worked or not to be able to diversify instructional practices.
Adults with learning disabilities have struggles that manifest in a lack of motivation to learn. One way of understanding the learning challenges of adults is by considering their learning experiences or situations. This paper explores assistive technology (AT) considerations for adult dyslexics struggling with learning an essential knowledge. At the same time, there are compensatory approaches and remediation instructions that should be critically considered for AT implementation in job training. As in most instructional efforts, the intent is to “build up” a skill that an individual is struggling. Assistive technology is merely the support to accomplish a task without full reliance on the technology. The emphasis, therefore, is not on the technology itself, but what the technology can do for adult dyslexics.
I plan to give an 8 minute overview of my paper and then leave the remaining minutes for questions and comments. Depending on the availability of a discussant during the roundtable, it would be helpful for someone to moderate the RT sessions so each speaker can be given an allotted time to speak and then open the table for questions.
My paper currently tackles issue of digital inclusion and access, particularly for persons with disabilities. Technological innovation geared towards learning assistance can still accommodate challenges and increase the self-confidence of individuals with learning disabilities, not only in the classroom, but at home and on the job. By understanding the needs of persons with disabilities, it may influence the way policy-makers craft their decisions.
I can consult my university media and technology office on how to live stream or allow others to participate online in this presentation.