Previous studies regarding ATs for students with LDs had small sample sizes, especially regarding students age 21+ and students with different varieties of learning disabilities. Use of ATs among different students was also inconsistent due to technological difficulties, negative stigma, personal frustration, and unclear performance improvements from AT use.

University of Michigan - Ann Arbor

The increasing number of students with learning disabilities seeking post secondary education has increased the attention focusing on the effectiveness of different available assistive technologies. These include:
-Text to speech
-Speech to text
-Word processing/multimedia/hyperlinks
-Smartpens

Assistive Technology in Post Secondary Education

Perelmutter B., McGregor K.,& Gordon K. (2017).  Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. https://www.sciencedirect.com/science/article/pii/S0360131517301410

 Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. 

Issues With Previous Data Regarding Assistive Technologies for Learning Disabilities

Many assistive technologies were shown to have leaning positive, neutral, or negative effects in post secondary settings for students with learning disabilities. Text to speech, speech to text, and smart pens had slightly positive effects and show potential to be more effective with further technological improvements. Synchronous online courses were shown to be harmful.

Assistive Technologies Found to be Slightly Effective or Ineffective

The most effective assistive technologies for students with learning disabilities in post secondary education settings include word processing, multimedia, and hyperlinks. Asynchronous online courses also proved effective.

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