Broun, Leslie (2009). Teaching Exceptional Children, Vol. 42, No. 1, Instruction and Autism Spectrum Disorders: Take the Pencil Out of the Process, 14-21.
Throughout the course we have had many interesting topics to explore, discuss and learn more about including the writing process. The night we discussed this topic, I was completely shocked about how extremely complex and multi-stepped the writing process truly was. It required the brain and body to work simultaneously in so many different ways in order to complete a written task. It was truly remarkable and a function of the body that I had never given much thought to up until that moment in time....since writing for me was now such an automatic process; one that I had definitely taken for granted.
This article was an easy read and a great read! The author, Leslie Broun, expressed her thoughts and opinions about supporting struggling writers with technology. She stated that after 20 years of working with individuals with Autism Spectrum Disorders (ASD), she witnessed many, many students experience frustration with the writing process....and this experience I can truly relate to.
Our diverse classrooms of today tend to have more than one struggling writer. Whether they struggle due to a fine motor issue, a learning disability or are on the Autism Spectrum; writing using pencil and paper is a daunting, never-ending task that is completely draining, fearful and frustrating. For students with ASD, "researchers have discovered significant neuroanatomical differences and abnormalities in the cerebellums of persons with ASD that may cause differences in their movements and execution of motor tasks." Hence, according to Dr. Richard Simpson, "Having to engage in handwriting is the most significant and serious impediment to academic participation for students with autism spectrum disorders in schools in North America today."
In addition, Broun states that "for a student with ASD, difficulties with handwriting can underscore all areas of academic participation. Classroom behaviour many also be affected because of the stress induced by the expectation of written output. Poor behaviours can be the result of fear and frustration encountered when these students must communicate through handwriting."
This completely makes sense and now that I am aware of how complex and multi-stepped the writing process truly is, my own personal opinions about providing students with technology to support their writing has been solidified. I was always an advocate for providing students an alternate mode of communicating their knowledge and skills. Throughout my years of teaching, I have given students a scribe, desktop computers, laptops and more recently, iPads with text to speech software like Dragon Dictation. Each of these modes of communication has taken the labour-intensive task of physically writing (letter formation and spacing) out of the writing process so that the students could focus more on allowing their thoughts and ideas to flow freely and convey what they are wanting to express. "Keyboarding is an important life skill, and in education, the focus must be on the skills that will serve our students well now and in their future." ~ Leslie Broun
I have learned that individuals with ASD have lots to share and when given the appropriate mode to communicate, they will do so. For example, Carly Fleischmann, Tito Mukhopadhyay and Amanda Baggs; all three individuals were non-verbal and on the autism spectrum and each of them struggled to communicate with others in an effective manner. Carly and Amanda used keyboards and/or voice output programs whereas Tito, he used both pencil and paper and a laptop to share his insightful thoughts and ideas. For Tito, Carly and Amanda, the "keyboard has been the instrument that has enabled them to compose their thoughts in writing and to communicate." It has been the key to unlocking their silence and has hopefully provided viewers of their inspirational videos a new perspective of individuals with ASD. In addition, I would hope that through their inspirational stories, barriers that have been built upon stereotypes, perceptions, and judgements about persons with ASD have and will hopefully continue to be shattered. I hope that society can see that these people are just like the rest of us...they have hopes, dreams, emotions, thoughts, personal opinions, etc. They are extremely brave and special people who have given us all a gift...a gift of teaching us all a lesson in determination, persistence, acceptance and that ASD does not define who they are as persons. WOW!! What an amazing gift!!!
This article also had an impact on me as a teacher. After reading this article, many points will resonate with me as I continue in the education profession including the two questions below:
Is this a fine motor (printing/writing) exercise or an academic task?
Which is more important - being able to print/write the answer or knowing the answer?
In closing, this article helped solidify my personal thoughts and opinions about assistive technology which is.... AT is universal in that it supports a variety of people with diverse needs in a variety of different settings including those who struggle with written output and those who struggle to communicate orally. Fortunately, I now have some research that I can quote when I am defending my decision to support students with assistive technology; whether it be to parents, administration or fellow colleagues.
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