{"id":244,"date":"2023-05-29T18:08:15","date_gmt":"2023-05-30T01:08:15","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/?p=244"},"modified":"2023-05-29T18:08:15","modified_gmt":"2023-05-30T01:08:15","slug":"the-learning-disability-digital-divide-the-impact-of-digital-learning-on-those-with-learning-disabilities","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/the-learning-disability-digital-divide-the-impact-of-digital-learning-on-those-with-learning-disabilities\/","title":{"rendered":"The Learning Disability Digital Divide: The Impact of Digital Learning on Those with Learning Disabilities"},"content":{"rendered":"\n<p><\/p>\n\n\n\n<p><strong>By:  Lara Higgins<\/strong> <strong>and<\/strong> <strong>Ano Gwesu<\/strong><\/p>\n\n\n\n<p>\u201c1 in 10 individuals in Canada has a Learning Disability\u201d (Ldac-Acta, 2023). This statistic encouraged us to explore the impact of using Digital Learning Environments (DLEs) on those with diagnosed (or undiagnosed) Learning Disabilities (LDs). Given that we both provide services and support to children, youth and adults with LDs, this was our particular passion as we would like to serve our communities better. We found a comprehensive definition of LDs on&nbsp; The Learning Disabilities Association of Canada website, which states that LDs are:<\/p>\n\n\n\n<p>\u201ca number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and\/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.<\/p>\n\n\n\n<p>Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making).\u201d( Ldac-Acta, 2023)<\/p>\n\n\n\n<p>As the digital age continues to have positive and negative effects on every aspect of society, it has had a transformative impact on formal and informal education in the way that we teach, learn and interact with content. Our shift to the greater use of digital technology to support learning, along with the need to develop digital literacy skills, has resulted in a wider digital divide for those with Learning Disabilities (Digital Detox #5, 2021). As this is a very broad area of research, we often focused on Attention-Deficit \/ Hyperactivity Disorder (ADHD), which is a type of neurodevelopmental disorder under LDs, for the purpose of this activity (<em>CDC<\/em>, 2023).&nbsp;&nbsp;<\/p>\n\n\n\n<p><strong>Challenges individuals with learning disabilities can face in Digital Learning Environments:<\/strong><\/p>\n\n\n\n<p><strong>Excessive use of Text vs Videos for instruction<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>According to Miller et al., students with ADHD devote more cognitive resources to staying focused, reducing their time connecting the text concepts (2013). Online courses often have vast amounts of text and few video modalities (Bates, 2021). This is particularly challenging for students with LDs who have difficulties \u201crecalling central ideas from expository texts displayed on a computer screen\u201d (Yeari et al., 2019).<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Although use of video is now more common, text is still the most dominant method of communication in education&nbsp; (Moran, Seaman, &amp; Tinti-Kane, as cited in Weller, 2020).&nbsp; In addition, Green and Crespi, as cited in Weller, indicated that although student-generated video can lead to more engagement and satisfaction, text remains the predominant method for student learning evaluation and video use as a form of assessment format is still relatively limited (2020).&nbsp;<\/li><\/ul>\n\n\n\n<p><strong>Digital literacy&nbsp;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Studies have shown that there is a significant difference between digital literacies of children without learning disabilities and those with learning disabilities.&nbsp; Ting-Feng et al. (2014) found that provision of Information and Communication Technology (ICT) access to children with LDs required additional support programs in order to ensure improvement in their digital literacy skills, while children without LDs acquired skills without additional supports.&nbsp;&nbsp;<\/li><\/ul>\n\n\n\n<p><strong>Individually Navigating a DLE<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>One of the critical skills required in a digital age is the ability to learn independently (Bates,2019, p9). Individuals with Learning Disabilities like ADHD may struggle to comprehend assignments and \u201cwhere to find that knowledge\u201d (Bates,2019, p9). This can potentially make it hard for students with LDs to execute their assigned tasks.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>As highlighted by Shelton et al., those diagnosed with ADHD struggle to gauge their degree of reading comprehension compared to the average reader (2019). This struggle creates challenges as students with LDs can be assigned work and not understand the instructor\u2019s requirements.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Organizations, such as the LD Society, exist to serve people with LDs who are enrolled in post-secondary education and need extra assistance with executive functioning, thereby highlighting the deficit in online learning aids within the institution\u2019s DLE for the students (LDS, 2023).<\/li><\/ul>\n\n\n\n<p><strong>Attention<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>A study done by Tessarollo et al. emphasizes that students display hyperactivity, less attention and distractibility during online lessons (2022). The lowered attention is particularly heightened in younger children (Tessarollo et al., 2022). Individuals with ADHD struggle with attention, and online learning environments can add to the attention deficit.<\/li><\/ul>\n\n\n\n<p><strong>Parent apprehension<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Hyperfocus, which makes it difficult to shift focus from one subject to another, concerns parents with children diagnosed with LDs such as ADHD (Tessarollo et al., 2022). Frequently, parents reject online learning, which they consider unsatisfactory for meeting the learner\u2019s needs and can lead to hyperfocus on technology usage. As Tessarollo et al. stated, using online learning platforms can lead to \u201coveruse of the internet,&nbsp; reducing parental control, and changing parents\u2019 feelings about time spent in front of screens by their children\u201d (2022).<\/li><\/ul>\n\n\n\n<p><strong>Addiction to technology&nbsp;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Concerns are mounting around the possible link between negative physical and mental health risks and excessive use of technology, including but not limited to ADHD. \u201cThe danger of these risks increases with the extent of dependency\u201d (OECD, 2018, p5).&nbsp; Further research in this area is necessary to assess a causal link (Ashton, 2018; Galpin and Taylor, 2018, as cited in OECD (2018).&nbsp;&nbsp;<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>According to a study by Weiss et al., children\u2019s use of technology or \u2018screen time\u2019 is now as high as 3 hours per day. As we begin to rely more on digital tools in our learning environments, we need to be aware that children with ADHD could be at greater risk for internet and gaming addictions (2011).<\/li><\/ul>\n\n\n\n<p><strong>Poverty and the use of digital devices by children<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Children growing up in poverty have a higher rate of learning disabilities than children of higher socioeconomic status (Fujiura &amp; Yamaki, 2000). This prevalence is compounded by the fact that the digital divide is also about use of ICTs and the findings that disadvantaged children are less likely than advantaged children to use their digital devices for information seeking or access to news (OECD, 2018). This poses multiple barriers for children with disabilities growing up in poverty.<\/li><\/ul>\n\n\n\n<p><strong>Way forward&nbsp;<\/strong><\/p>\n\n\n\n<p>As we continue to find innovative ways to leverage technology in learning environments, we must continue to look critically at the impact of technology in education. UNESCO has stated the importance of creating inclusive educational environments for future students worldwide (2020). More specifically related to higher education, as Universities transition from their elitist practices of the past and begin to embrace and serve a more diverse student body, many of which manage learning disabilities, they will need to design learning environments to ensure all students acquire the knowledge and skills they need to fully contribute to the new knowledge economy (Bates, 2019).&nbsp;<\/p>\n\n\n\n<p><strong><em>Suggestions:<\/em><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Use of videos, audio and pictures in course instruction (Bates, 2021)<\/li><li>Allocating more time when assigning large text readings (Ben-Yehudah &amp; Brann, 2019)<\/li><li>Flipped classroom learning modalities (Mukhtar et al.,2020)<\/li><li>Using engaging forms of assessment, e.g. Kahoot (Mukhtar et al.,2020)<\/li><li>Assisting parents with tools to help their children establish boundaries with internet usage, e.g. timers and time blocking (Green, 2023).&nbsp;&nbsp;<\/li><li>Encouraging note-taking to consolidate learning (Ldac-Acta, 2023)<\/li><li>Continued critical assessments of the positive and negative impacts of technology on learners (Weller, M. 2020).&nbsp;&nbsp;<\/li><\/ul>\n\n\n\n<p><strong>References<\/strong><\/p>\n\n\n\n<p>Bates, T. (2021, April 11). <em>Online Learning and Distance Education Resources<\/em>. <a href=\"https:\/\/www.tonybates.ca\/e-learning-resources-for-post-secondary-education\/\">https:\/\/www.tonybates.ca\/e-learning-resources-for-post-secondary-education\/<\/a><\/p>\n\n\n\n<p>Bates, T. (2019, October 10). <em>Teaching in a Digital Age &#8211; Second Edition<\/em>. Pressbooks. <a href=\"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/\">https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/<\/a><\/p>\n\n\n\n<p>Ben-Yehudah, G., &amp; Brann, A. (2019). Pay attention to digital text: The impact of the media on text comprehension and self-monitoring in higher-education students with ADHD. <em>Research in Developmental Disabilities<\/em>, <em>89<\/em>, 120\u2013129. <a href=\"https:\/\/doi.org\/10.1016\/j.ridd.2019.04.001\">https:\/\/doi.org\/10.1016\/j.ridd.2019.04.001<\/a><\/p>\n\n\n\n<p><em>CDC <\/em>. (2023, May 25). Centers for Disease Control and Prevention. https:\/\/www.cdc.gov\/<\/p>\n\n\n\n<p>Fujiura, G. T., &amp; Yamaki, K. (2000). Trends in Demography of Childhood Poverty and Disability. Exceptional Children, 66(2), 187\u2013199. https:\/\/doi.org\/10.1177\/001440290006600204<\/p>\n\n\n\n<p>Green, R. (2023). Time Blindness in ADHD. <em>Verywell Mind<\/em>. https:\/\/www.verywellmind.com\/causes-and-symptoms-of-time-blindness-in-adhd-5216523<\/p>\n\n\n\n<p>Ldac-Acta. (2023, May 26). <em>The Learning Disability Association of Canada<\/em>. <a href=\"https:\/\/www.ldac-acta.ca\/\">https:\/\/www.ldac-acta.ca\/<\/a><\/p>\n\n\n\n<p>LDS. (2023, May 29). <em>LDS | Impactful Learning Support | For All Life\u2019s Learners<\/em>. https:\/\/ldsociety.ca\/<\/p>\n\n\n\n<p>Miller, A. J., Keenan, J. M., Betjemann, R. S., Willcutt, E. G., Pennington, B. F., &amp; Olson, R. K. (2013). Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit. <em>Journal of Abnormal Child Psychology<\/em>, <em>41<\/em>(3), 473\u2013483. <a href=\"https:\/\/doi.org\/10.1007\/s10802-012-9686-8\">https:\/\/doi.org\/10.1007\/s10802-012-9686-8<\/a><\/p>\n\n\n\n<p>Mukhtar, K., Javed, K., Arooj, M., &amp; Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. <em>Pakistan Journal of medical sciences<\/em>, <em>36<\/em>(COVID19-S4), S27.<a href=\"https:\/\/doi.org\/10.12669\/pjms.36.COVID19-S4.2785\">https:\/\/doi.org\/10.12669\/pjms.36.COVID19-S4.2785<\/a><\/p>\n\n\n\n<p>OECD. (2018). <a href=\"https:\/\/www.oecd.org\/education\/ceri\/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf\">Trends Shaping Education Spotlight 15&nbsp;<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.oecd.org\/education\/ceri\/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf\">https:\/\/www.oecd.org\/education\/ceri\/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf<\/a><\/p>\n\n\n\n<p>Shelton, C. T., Addison, W. E., &amp; Hartung, C. M. (2019). ADHD and SCT Symptomatology in Relation to College Students\u2019 Use of Self-Regulated Learning Strategies. <em>Journal of Attention Disorders<\/em>, <em>23<\/em>(14), 1719\u20131728. <a href=\"https:\/\/doi.org\/10.1177\/1087054717691134\">https:\/\/doi.org\/10.1177\/1087054717691134<\/a><\/p>\n\n\n\n<p>Tessarollo, V., Scarpellini, F., Costantino, I., Cartabia, M., Canevini, M. P., &amp; Bonati, M. (2022). Distance Learning in Children with and without ADHD: A Case-control Study during the COVID-19 Pandemic. <em>Journal of Attention Disorders<\/em>, <em>26<\/em>(6), 902\u2013914. <a href=\"https:\/\/doi.org\/10.1177\/10870547211027640\">https:\/\/doi.org\/10.1177\/10870547211027640<\/a><\/p>\n\n\n\n<p>TRU (n.d.) <em>Digital Detox 5: The Harm was always there. <\/em>Retrieved from <a href=\"https:\/\/digitaldetox.trubox.ca\/digital-detox-5-the-harm-was-always-there\/\">https:\/\/digitaldetox.trubox.ca\/digital-detox-5-the-harm-was-always-there\/<\/a><\/p>\n\n\n\n<p>UNSECO (2020). Beyond disruption: digital learning during the COVID-19 pandemic. <a href=\"https:\/\/www.unesco.org\/en\/articles\/beyond-disruption-digital-learning-during-covid-19-pandemic\">https:\/\/www.unesco.org\/en\/articles\/beyond-disruption-digital-learning-during-covid-19-pandemic<\/a><\/p>\n\n\n\n<p>Weiss, M.D., Baer, S., Allan, B.A. <em>et al.<\/em> The screens culture: impact on ADHD. <em>ADHD Atten Def Hyp Disord<\/em> 3, 327\u2013334 (2011). https:\/\/doi.org\/10.1007\/s12402-011-0065-z<\/p>\n\n\n\n<p>Weller, M. (2020).<em>25 Years of Ed Tech: The Serialized Audio Version<\/em>. Athabasca University Press. <a href=\"https:\/\/25years.opened.ca\/\">https:\/\/25years.opened.ca\/<\/a><\/p>\n\n\n\n<p>Wu, T., Chen, M., Yeh, Y., Wang, H., &amp; Chang, S. (2014). Is digital divide an issue for students with learning disabilities? <em>Computers in Human Behavior<\/em>, <em>39<\/em>, 112\u2013117. <a href=\"https:\/\/doi.org\/10.1016\/j.chb.2014.06.024\">https:\/\/doi.org\/10.1016\/j.chb.2014.06.024<\/a><\/p>\n\n\n\n<p>Yeari, M., Vakil, E., Schifer, L., &amp; Schiff, R. (2019). The origin of the centrality deficit in individuals with attention-deficit\/hyperactivity disorder. <em>Journal of Clinical and Experimental Neuropsychology<\/em>. https:\/\/doi.org\/10.1080\/13803395.2018.1501000<\/p>\n","protected":false},"excerpt":{"rendered":"<p>By: Lara Higgins and Ano Gwesu \u201c1 in 10 individuals in Canada has a Learning Disability\u201d (Ldac-Acta, 2023). This statistic encouraged us to explore the impact of using Digital Learning Environments (DLEs) on those with diagnosed (or undiagnosed) Learning Disabilities (LDs). Given that we both provide services and support to children, youth and adults with &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0279\/the-learning-disability-digital-divide-the-impact-of-digital-learning-on-those-with-learning-disabilities\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;The Learning Disability Digital Divide: The Impact of Digital Learning on Those with Learning Disabilities&#8221;<\/span><\/a><\/p>\n","protected":false},"author":296,"featured_media":245,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-244","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/posts\/244","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/users\/296"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/comments?post=244"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/posts\/244\/revisions"}],"predecessor-version":[{"id":246,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/posts\/244\/revisions\/246"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/media\/245"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/media?parent=244"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/categories?post=244"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0279\/wp-json\/wp\/v2\/tags?post=244"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}