Abstract
The article focuses on the effect altering the format of digital text has for students with cognitive disabilities. It states that picture-based representation of text have been used to assist individuals with autism or mental retardation to find alternative ways to communicate. It examines the use of multiple representations of text, including pure text, text with pictures, and text with voice, with autistic students and students with mental retardation. It mentions there was a close correlation of the type of multiple representation used and the learning difficulties of the reader, with autistic students working best with text-picture mode, and students with mental retardation working best with text-voice mode.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
