Mar 05 2008
Using webquests with students with learning difficulties
“Research suggests that students with disabilities who use technology are more highly motivated and complete more assignments when using the technology” (Skylar, Higgins & Boone, 2007, p.22). Therefore webquests can provide students with learning disabilities ways in which to use technology in a more controlled, structured and thus successful way. However, this article also suggests limitations for students with learning difficulties when using webquests. The main limitation is the complex language that is inherent in the majority of internet sites. Consequently, students with learning difficulties will struggle in reading information, let alone interpreting it to pull out key points.
However, there are ways in which this can be combated and the internet medium provides with the perfect environment in which to do this. Skylar, Higgins and Boone (2007) suggest the use of software which “can be used to translate text in Web pages into synthesised speech” (p.22). In particular they suggest the use of “Text Aloud (2004) [which] is text reader software that uses a text-to-speech converter with humanlike voices” (Skylar, Higgins & Boone, 2007, p.22). As well as “Read and Write Gold (2004)…[which] has additional components such as one that highlights each word as it is read aloud, word prediction features, and an online talking dictionary to aid in the writing process” (Skylar, Higgins & Boone, 2007, p.22). Therefore, through the use of these technologies, meaningful use of the internet has been increased for all children including children with learning difficulties. Consequently, this has overcome many of the challenges that educators have faced when using the internet. As a result, use of the internet and thus the use of webquests can be used with children with low reading and comprehension skills.
Ref. Skylar, A. A., Higgins, K. & Boone, R. (2007). Strategies for adapting WebQuests for students with learning disabilities. Intervention in School and Clinic. 43 (1). pp.20-28).
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