Using 3-D Printed Objects to Increase Comprehension for Students with Severe Disability

Matthew James, Jessica Besaw and Bree Jimenez
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Jessica Besaw: University of North Carolina at Greensboro, North Carolina
Bree Jimenez: University of Sydney, Australia

Global Journal of Intellectual & Developmental Disabilities, 2018, vol. 5, issue 2, 27-32

Abstract: Providing access to grade-level curriculum for students with severe disabilities can be challenging for teachers working on tight schedules and often with limited resources. Evidence-based practices for literacy instruction for students with severe disability include shared stories, adapted text, and the use of pictures or objects; however, not all grade appropriate texts have readily accessible objects aligned to the text. Innovative 3D printer technology can support access to a wider range of text for students with severe disability. The purpose of this case study was to investigate the use of an increasingly available technology, 3D printers, to support student understanding of fantasy literary content. 3D printed objects were found to be an effective support to increase student engagement and listening comprehension. The 3D printer technology allowed for greater access to grade-level literature, specifically improving accessibility to hard-to-come by objects and maximizing resources (time and money).

Keywords: Journal of Intellectual; Intellectual & Developmental; Intellectual & Developmental Disabilities; Journal of Intellectual & Developmental Disabilities; journal of intellectual disability research; journal of intellectual disabilities; journal of intellectual disability research impact factor; journal of intellectual property studies; open access publishers in usa; juniper publishers review (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:adp:jgjidd:v:5:y:2018:i:2:p:27-32

DOI: 10.19080/GJIDD.2018.05.555658

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