Most of the experimental studies on providing options in the mode of physical response are concentrated on the improvements to learning made possible by providing keyboarding and voice recognition options for several types of students: typically achieving students, students who have high incidence learning disabilities (e.g. dyslexia) or students who have specific writing disabilities (e.g. dysgraphia). In contrast, there are no experimental research studies that show evidence of improved learning for students with severe motor disabilities. This is remarkable since the advantages of physical and motor options (e.g. expanded keyboards, single switch devices, or other assistive technologies, etc.) for students with physical disabilities are typically considered the most enabling of options. These advantages are undoubtedly considered so self-evident that adequate experimental studies – on learning - have not been conducted. Scholarly reviews and opinion pieces are primarily limited to reports on comparative techniques and technical advances for mobility and dexterity rather than improvements in learning.
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Last Updated: 02/01/2011