Thirteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

The use of technology in higher education enhances the classroom experience along with providing additional academic support for students with learning differences. Research shows that students view technology as a positive addition to their studies (Davidson & Lazaros, 2015). This focused discussion will explore how technology is used as academic support for students with learning disabilities through academic coaching, classroom technology, and assistive technology. Feedback received from students with learning differences participating in academic coaching indicates that the use of text message communication between the coach and student fosters accountability and academic progress. Ongoing check-in’s and communication is key for students with executive functioning deficits. Students with executive functioning deficits also struggle with organization and time management. Through various apps, students are better able to organize their schedules, develop academic plans to complete assignments, and set notifications and reminders that aid in time management. A coach and student are also able to have a coaching session via FaceTime, which illustrates how technology enables direct service despite geographical distance. Similarly, coaching webinars are also offered for parents from around the country. There are a variety of software options instructors can use to enhance the classroom and increase engagement by allowing even the most apprehensive student to participate. All students at the University have an iPad to access course information allowing for a variety of accessibility features. Staff and faculty members also demonstrate to students the use of apps that maximize learning strategies, which will be discussed in this session.