Affiliations: Department of Occupational Therapy, College of
Medicine, Fu Jen Catholic University, Xinzhuang City, Taipei, Taiwan | Department of Occupational Therapy, Sargent College of
Health and Rehabilitation Sciences, Boston University, Boston, MA, USA
Note: [] Address for correspondence: Hsin-yu (Ariel) Chiang, Department
of Occupational Therapy, College of Medicine, Fu Jen Catholic University, No.
510, Zhongzheng Rd., Xinzhuang City, Taipei County 242, Taiwan. Tel.: +886 2
29052091; Fax: +886 2 2904 6743; E-mail: ariel.hychiang@gmail.com
Abstract: Objective: Researchers investigated how one type of computer-based
instruction (CBI) – Kurzweil 3000 (K-3000), was perceived to affect the
reading, functional task performance, and academic self-perception of high
school students with special needs. Participants: 16 students with
special needs used K-3000 (assistive software that provides students with
reading support) for six months to read assignments for their English language
arts class and six teachers who had previous experience with integrating K-3000
into their classes were recruited. Methods: Data from focus group
interviews of students and teachers were used. The advantages and disadvantages
of K-3000, the factors that affected teachers' use of CBI and users' progress
were explored. Results: After the regular use of K-3000, students and
teachers reported improvement in the amount and speed of reading and increased
academic self-perception, specifically related to reading comprehension and
pronunciation. Teachers reported that lack of accessibility to technology, time
constraints, and difficulties with class management were the major reasons that
hindered CBI use in their classrooms. Conclusions: Student participants
noted that CBI was helpful when they were engaged in functional activities
related to reading and writing. The progress of students in self-perception,
and the advantages and drawbacks of the K-3000, along with the mechanism of
users' progression were described and discussed.
Keywords: Self-perception, reading, teaching and learning
