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HomeLearning DifficultiesAssistive Technology

Evaluating educational software for children with LD: What parents need to know

Learn how to be a wise consumer of educational software advertised as being effective for kids with learning disabilities.

By Kyle Higgins, Ph.D. , Randall Boone, Ph.D.

How Educational Software is Developed: What the Research Shows

Although many software developers know it is important to consult with educational experts, much software still is developed without consideration of key educational factors that may have an impact on learning1. Here are some examples of what researchers have discovered on the topic:

  • 1986 A. Ager found that fewer than 20% of the software programs he reviewed were rated as satisfactory by educators after the software was used with students with learning disabilities.
  • 1991 D. Neuman found that rigorous and systematic study of the interactions of students with learning disabilities and their teachers with commercial software was virtually nonexistent. She also identified problems that occurred when students with learning disabilities interacted with the commercial software.
  • 1992 T. Zane and C. G. Frazer found that software developers had no data to validate their claims as to the value of their educational software for student learning. Of 34 software producers contacted, only 15 responded to their inquiries:
    • 9 sent more documentation literature concerning the software;
    • 6 admitted that they had no data.
  • 1995 Specific to students with learning disabilities, S. Larsen found that a theoretical framework was missing in the design of most educational software for, and in use of the software with, students with learning disabilities.
  • 1999 K. Higgins, R. Boone, and D. Williams replicated the work of Zane and Frazer (1992) and contacted 33 educational software publishers.
    • 11 of the publishers were willing to provide information as to the development of their software.
      • 5 of them admitted that they had not conducted an evaluation of their software prior to publishing it.
      • 6 of the publishers were willing to provide information, but not concerning any software evaluation conducted with students with learning disabilities.
    • 22 software publishers were unwilling to provide any information.

Because of the lack of information from education software publishers about how their software is produced, parents are basically on their own when selecting commercial educational software for children with learning disabilities. Often parents find that software they have purchased is not adaptable, does not teach what it says it teaches, or does not support learning that is occurring in the classroom.2 As a result of these many concerns and issues, it is unclear to what extent educational software is meeting the needs of parents, teachers, and students today.3

Basic Software Components You Should Think About

When you evaluate educational software for your child with LD, several components must be taken into consideration:

  • The intended use of the software and whether the software is appropriate to meet your child's learning needs
  • The content of the software and whether or not the software directly supplements what your child is learning in school
  • The instructional presentation of the software and whether or not the software meets the learning characteristics of your child, for example, reading level, multiple forms of engagement, multiple representations of the content
  • Ease of use by your child, for example, can your child read the information, does your child get lost in the software?
  • Documentation and support should be provided
  • The technical adequacy of the software, for example, can your child easily figure out basic software functions such as starting up and closing down the program?

This is not an easy task for parents, who continually are faced with less and less time in which to do more and more.

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