EBooks and Accommodations - Is this the future of print accommodation?
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EBooks and
Accommodations
Is this the future of print accommodation?
Terence Cavanaugh
EBooks are forms of electronic text con- EBooks ware and displayed on the device, con-
taining many features that can be classi- The term eBook is often used as a gen- tains all of the document’s text, pic-
fied as accommodations. The eBook itself eral category descriptor for the three tures, and other information.
has three different components: an eBook Today there are many online libraries
parts needed to use eBook. The hard-
file, software to read the eBook, and a and online bookstores that distribute,
ware of an eBook, often called a reader
hardware device to read it on, such as a for sale or for free, electronic books,
or eBook reader, can take the form of a
computer, laptop, or handheld device. documents, articles, newspapers and
portable reading device, a handheld
EBooks are available through online other forms of text (Figure 1). These
computer or other PDA on which the
libraries, bookstores, or can be created text documents are usually downloaded
book files are stored. It can also be a
from common forms of electronic text through the internet to the reading
with readily available programs. Ebooks desktop or laptop computer that is run-
device. While various competing for-
are often available free. Accommodating ning a software program that displays
mats of eBooks exist, the capabilities of
features that some eBooks currently have the “book” on its screen. The reader eBook readers and the creation pro-
include ease in portability, lightweight (in software, which is often built into the grams for creating eBooks have devel-
comparison to other texts), adjustable operating system of many handheld oped and improved. Initially an eBook
text size, highlighting, bookmarking, note computers, is a program that displays was a single web page (usually pure
taking, interactive dictionaries, and even the book file on a Personal Computer text) that was read by scrolling. Today’s
reading aloud. By using these features (PC) or reading device, and provides eBooks, some of which are still pub-
instructors can create pre-accommodated navigation controls, annotation features lished in “classic” pure text or HTML
eBooks for student reading that can and other display functions. The elec- formats, have exceeded that single long
include items such as advance organizers tronic book files, are data files that scrolling page design, and can present
and reading guides. The article includes a make up the content of the book. The the text in a much more user-friendly
TEACHING Exceptional Children, Vol. 35, No. 2, pp. 56-61. Copyright 2002 CEC.
description of how a sample book was eBook file, which is read by the soft- style. These newer eBooks and readers
adapted,.along with locations for
resources. Figure 1. Blackmask, an online library (www. blackmask.com)
EBooks and Accommodations
Reading is considered to be one of the
basic activities in all educational situa-
tions, and as such it is one of the most
common activities requiring accommo-
dations or modifications for special
needs students. Electronic text and the
eBook are tools that can provide many
possibilities for assistance with reading.
Consider using eBooks for students with
special needs by taking advantage of
eBook’s abilities and functions that are
already built in and creating me-
thods for additional accommodations.
EBooks are an effective resource to meet
the needs of many students.
56 ■ COUNCIL FOR EXCEPTIONAL CHILDRENcan display book content page by page 1998). Electronic text can provide scaf- of eBooks makes information more
in a standard portrait orientation, allow folding advantages for students that accessible to students with disabilities;
users to adjust text size, remember include voice output, interactive dic- material in digital form offers many
where the user stopped reading, allow tionaries, and note taking to assist in advantages and accommodations for
readers to take notes within an eBook, achieving learning success (Anderson- students with or without disabilities.
add color highlights, automatically look Inman & Horney 1999). Limitations
inherent in standard paper-based print EBooks: Educational Applications
up words on a page, and may even read
the book aloud. To read eBooks no text can present barriers for dyslexic Using eBooks for reading is often no dif-
longer requires an active internet con- and visually impaired students. The use ferent from using paper based material.
nection as the eBook files can be stored
and read on laptops, handheld devices, Figure 3. Single page display when maximized to full screen.
and desktop computers. The variety of
readers and the ability of eBooks to be
stored on handheld devices allow read-
ers (the people) to access eBooks any-
where. It is possible for a person to
carry his or her own personal library in
a pocket for access anytime, storing the
eBooks on a computer chip (Figure 2).
According to CAST (Center for
Applied Special Technology), in order
“to reach learners with disparate back-
grounds, interests, styles, abilities, dis-
abilities, and levels of expertise,” educa-
tional materials should be flexible and
adaptable for all learning styles (1998).
The modern eBook and reader appears
to meet those conditions. Studies have
identified advantages for struggling
readers in using electronic text technol-
ogy applications because of the nature
of electronic text over paper-based text
(Reinking, Labbo, McKenna, & Kiefer
The electronic text can take many
Figure 2. Library feature displays all currently available books on forms, including books, documents,
a device articles, reading lists, and reference
files. The eBook files can be distributed
to students through storage media, such
Figure 4. Microsoft Reader
TEACHING EXCEPTIONAL CHILDREN ■ NOV/DEC 2002 ■ 57Figure 5. Adjusting font size special collections, such as the ment, it is necessary that students have
and appearance to most com- University of Virginia’s E-Book Library access to desktop, laptop or handheld
fortable setting. collections of African American, Native computers. With their current size, bat-
American, and women writers. tery, memory, and display technology,
There are numerous advantages to the use of handheld devices adds a
creating the eBook files. First, once the degree of mobility and access to texts
material has been converted to the and references that was never before
eBook format it cannot be changed by a possible. Many handheld computing
reader, keeping the book files clean. devices can now run for over 10 hours
While the book file can not be changed, on one charge, weigh less than 2
eBook readers create associated files pounds, and can carry gigabytes of stor-
that track and display where a reader is age. Even in situations where students
reading in the book, allow note taking do not have access to handheld, eBooks
and highlighting, displaying the materi- can be used on desktop or laptop com-
al in a portrait format that is easily read, puters. The eBooks and readers allow
and even go so far as to block out the
rest of the screen, which may be acting Figure 7. Using the text-to-
as a distractor (See Figure 3). The next speech feature.
advantage is file size, as eBook software
programs and book files were designed
to work on handheld computers, keep-
ing file size down. An example of the
as floppy disks and CD-ROMs or sent
size issue can be readily seen by com-
directly to students through e-mail or
paring file sizes of the classic Tarzan, by
made available online through the inter-
Edgar Rice Burroughs. As a pure text
net. Teachers can compile electronic
document Tarzan has a file size of 469
versions from newspapers, journals,
kilobytes, as a MS Word document the
books, documents, and notes and easily
same book takes up 1.04 megabytes
convert them into eBook formats using
(1040 kilobytes), but as an eBook in the
conversion software.
MS Reader lit format it only occupies
Many textbook publishers are now
237 kilobytes. Because of the smaller
making electronic text versions of their
file size it is possible to store more
books available, which can be then
books in a given amount of computer
used with special needs students. Many
memory. Within the classroom environ-
classes require reading books, other
than “textbooks.” In an analysis of Figure 6. Adding a bookmark
Florida’s high school literature reading to an eBook to return to spe-
list, it was found that over forty percent cific pages (the red flag on the creation of personal reference
of the books on the list were currently the page edge) libraries for students, allowing constant
available as eBooks, many of them at no access to educational resources.
cost. There is also a growing trend in EBooks come in a variety of formats,
education to move from textbooks to some of which are specific for certain
that of real world authentic information computer platforms and hardware
sources, such as primary sources in devices while others are cross-platform.
social studies and trade books in lan- HTML or text based eBooks can be used
guage arts. For these purposes, eBooks in standard browsers where users can
are already available, For example in adjust text styles, sizes, and colors.
social studies, the CIA’s world fact book With HTML or text it is possible for stu-
(www.cia.gov) contains information on dents to search within the eBook and to
every country in the world today, and copy-and-paste selected text to other
all of the inauguration speeches of every programs. Other formats include Adobe
United States president are available as PDF, Rocket, Palm, MS Reader, Mobi,
eBooks at Blackmask (www.black- and eBookMan.
mask.com). For language arts, all of EBooks: Making and Finding
Shakespeare’s works and other works of
Many tools are available at no cost that
classic literature are available, along
can convert existing electronic text mate-
with numerous out-of-print works and
58 ■ COUNCIL FOR EXCEPTIONAL CHILDRENReader include a graphic that displays a space and adds no additional weight to
Figure 8. Instant on-demand
location within the book and a naviga- the book, making handheld reader ver-
dictionary features.
tion system that remembers where the sions highly accessible due to their porta-
user stops reading and the last place bility. The only limit to the number of
that was viewed allowing for instant books that can be put into a reader is the
return. The text is adaptable allowing amount of memory available. Recent
users to select from a variety of sizes studies have found that the average mid-
and font styles to set the most comfort- dle schooler’s backpack weighs over 20
able display for the user. The MS Reader pounds (Petracco 2001), and many stu-
eBook also creates an annotation file dents with physical impairments are
that stores reader-created bookmarks, unable to carry that amount of material.
highlights, drawings, notes, interactive The ability to carry books, references,
dictionaries. It also allows for searching notes and other resources electronically
within the book for specific words and allows users to make better use of the
information, along with the additional
Figure 9. Multiple color high- just-in-time learning advantages of
lighting. options like the interactive dictionaries.
EBooks: Built in Accommodations
Ebooks can serve as an accommodation
rial into eBook formats. One application for a student with special needs, provid-
available as a free download is a plug-in ing the tools, techniques, and support
for Microsoft Word that allows users to system for the student to work around
convert any document from Word to the the limitations related to his or her dis-
MS Reader lit format. Another program, ability. Handheld devices are touch
ReaderWorks, will also convert docu- screen-based with eBook keys usually
ments, text, web pages, and books into controlled with a single finger or stylus,
the lit eBook format (OverDrive 2002). which may be needed by students with
Programs are available for the other physical disabilities. Many formats,
eBook formats as well. such as MS Reader for the desktop or
Currently there are numerous online laptop also have text-to-speech capabil-
libraries and bookstores that freely dis- ities, and manufacturers are currently
tribute or sell eBooks. The books range developing handhelds that have the
from public domain, copyright free texts same features (Figure 7). Research on
that include classic literature, govern- students with reading disabilities found
ment works, science, and philosophy to that comprehension improved when
current bestsellers. Michael Hart, the
director of Project Gutenberg, an online phrases. Along with these interactive
Figure 10. Placing notes or
free library that stores books in text for- features, the page display of the eBook
comments within an eBook.
mat, predicted that, “The number of e- itself is well designed, including mar-
books available for free download on gins to increase reading comfort, and a
the Net will pass 20,000” (Rose 2002) portrait page layout that displays a
and that in the “next 10 years that num- whole page at a time (no scrolling),
ber will increase to 18,000,000 eventu- with the option to black out the rest of
ally covering virtually every work in the the computer screen. While this eBook
public domain” (Hart, 2002). program may be the most user-friendly
eBook available today, other similar for-
EBooks: Advantage Features mats are sure to follow.
The model of eBook that I have found to EBooks have features that traditional
have the greatest number of features for paper books do not. Users can control
ease of use and most advanced in inter- the look and feel of the eBook by chang-
active abilities is the Microsoft Reader ing the size of the text (Figure 5), writing
eBook (Figure 4). MS Reader uses a dis- and saving notes, highlighting text, book-
play format called “ClearType” which marking pages (Figure 6) and adding
makes text displayed on a screen look drawings. Another advantage is the size
and weight of the eBook. The amount of
like words in a printed book (Microsoft
text in an eBook takes no additional
2001). Some other features of MS
TEACHING EXCEPTIONAL CHILDREN ■ NOV/DEC 2002 ■ 59remains on the same line location as the When adapting the book, I first faced the
Figure 11. Immediate hyper-
text moves up. question of whether I wanted to create an
links to all annotations
An additional feature is the interac- eBook file or use files that already existed.
through the Annotations table
tive capabilities of an eBook. The abili- As the book is in the public domain and
of contents.
ty to highlight text sections, take notes, therefore copyright free, I found numer-
or even add drawings can increase a ous copies available in the eBook format
student’s comprehension of a given from online libraries such as Blackmask
work. EBooks can have interactive dic- (www.blackmask.com), that distributes
tionaries that allow users to select any eBooks in multiple formats including the
word within the eBook and get a defini- MS Reader format that I desired. While all
tion instantly, have the definition read the copies of The Secret Garden eBooks I
aloud, or look up an instant translation found were usable, they didn’t contain all
to another language (Figure 8) This can the features I wanted to include. Instead,
help students who are developmentally I decided to create my own version by
or language disabled. The ability to downloading a text-only version of the
change the displayed text size can pro- book and then adjusting the book with a
vide a necessary accommodation, as web page editor program. Adding a small
larger text size can assist students who amount of HTML code to the book file
have vision problems or motor disabili- allowed me to insert page breaks to cause
ites that affect eye movement. each chapter to start at the top of a page.
A new eBook was created to add a
EBooks: Creating Accommodations few additional sections and components.
Using an annotation file, an instructor In several chapters I added pictures in
text-to-speech is combined with reading can pre-highlight sections of an eBook the public domian from a variety of
(Leong, 1995; Montali & Lewandowsi, (in multiple colors) to assist readers sources to create an associated image for
1996; Raskind & Shaw, 2000). Users can (Figure 9). Advance organizers or notes the chapter, and created concept maps
control the speed at which the eBook is can then be created to assist with read- for the characters and storyline. A read-
read. Research findings suggest that stu- ing, where notes may provide clues, ers’ guide and story outline file were also
hints, questions, or guides (Figure 10). created to be associated with, but not
dent control of text-to-speech speed
It is possible to create and add concept inserted in the text. The program
while they read increases performance.
maps as drawings into the annotations ReaderWorks was used to create the
Findings state that some students bene-
file. Instructors can create specialized eBook lit file. This process also created a
fit from a slower text-to-speech reading
dictionaries that use simpler language, “clickable” hyperlinked table of contents
speed, while others comprehend better
context, or foreign languages, to identi- for each chapter, image and associated
at faster rates (Skinner et al., 1995).
fy this dictionary as the current interac- file. Using the table of contents a student
A component of the text-to-speech
tive dictionary. If you are creating an can quickly jump to any chapter or call
feature is synchronized highlighting of up in a “pop-up” window the associated
eBook you can include extra blank
the text being read. Speech with high- reader guide, outline, or any of the con-
pages to display extra images, concept
lighting can aid the student in recogniz- cept maps that had been created. With
maps or notes. Once you have created
ing the structure of written language. the book in the eBook format, additional
an annotation file for the eBook on your
Students can also highlight words that
computer you can distribute it along
they find difficult to decode, and have
with the book file so that special needs Figure 12. eBookExpress, an
the program say the word aloud. Spoken
users will have the annotations when online tool to create eBooks
word support has been found to improve
they start reading their eBook. This file from other documents.
reading comprehension for students with
can be distributed as often as needed to (www.ebookexpress.com)
reading difficulties (Wise & Olson, 1994).
as many users as desired.
The highlighting feature has the addi-
tional advantage of assisting students in EBooks: Sample Accommodation
learning proper scanning techniques for To exemplify the process of creating an
reading, as the highlight starts at the top eBook with accommodations, a recent
right and then progresses across and project in which a book was adapted for a
down the page, then going to the next special needs student is presented. The
page and starting again. This “page turn- project involved adapting a book from the
ing” effect is usually not available in state required reading list, The Secret
other document formats, such as web Garden, by Frances Hodgson Burnett. The
pages or word documents, where the book is often used as multidisciplinary
highlight moves down the page but then text for language, science, and health.
60 ■ COUNCIL FOR EXCEPTIONAL CHILDRENdent created, becomes an associated file comprehend and summarize text.
that students can access through a Learning Disabilities Quarterly, 18(2).
Ebook: Resources
Microsoft Inc. (2001). The Microsoft eBook
Microsoft’s Reader, interactive dictionar- hyperlinked “annotations table of con-
Story. Available online at http://www.micro-
ies, and text to speech engine are avail- tents” any time they wish (Figure 11). soft.com/reader/info.asp.
able from Microsoft Corporations at Students receive the associated annota- Montali, J., & Lewandowski, L. (1996).
http://www.microsoft.com/reader in tions (.ebo file) with the eBook file (.lit Bimodal reading: Benefits of a talking com-
file,) and these files are placed on the puter for average and less skilled readers.
the download section. This section also Journal of Learning Disabilities, 19(3).
includes the MS Word plug-in that can student computer hard drive in the My
OverDrive Inc. (2002). ReaderWorks.
create MS Reader files from Word doc Library and Annotations folders within Available online at http://www.over-
files or HTML files. the My Documents folder. This process drive.com/readerworks/.
allows the teacher to keep a master copy Petracco, P. (2001). Weighing in on
MS Reader is usually included as part of Backpacks. School Leader Info Link.
of the eBook file and distribute as many
the operating system of handheld Available online at http://www.njsba.
devices that run operating systems
copies of the book and its annotation file
org/members_only/publications/school_l
based on Windows, including Windows as needed to the students, and to share eader/May-June-2001/info_link.htm.
CE and Pocket PC. the file online with any other student or Raskind, M. H. & Shaw, T. (2000). Assistive
ReaderWorks standard is available at teacher who wishes the modified eBook. technology for individuals with learning
disabilities. Available online at http://
http://www.overdrive.com. An online
Conclusion www.csun.edu/cod/conf2000/proceed-
version of ReaderWorks called
ings/1006Raskind.html .
eBookExpress is available at Today’s eBook technologies have fea-
Reinking, D., L. Labbo, M. McKenna, & R.
http://www.ebookexpress.com/ where tures valuable for learners with various Kiefer Eds. (1998). Handbook of Literacy
you can upload a document file (.DOC, abilities, languages, and special needs. and Technology. Hillsdale, NJ: Erlbaum.
.RTF, .HTM/.HTML, XML, .TXT, .WPS, The unique features and capabilities of Rose, M. J. (2002). 2001 Was a Tough Read
.WPD, .WRI and ASCII as source files) eBook technology can provide accom- for E-Books. Wired News, Terra Lycos
to the site, it is converted and then it is Network. Available online at
modations such as variable text size,
made available as an eBook (.lit) file for h t t p : / / w w w. w i re d . c o m / n ews / c u l -
text-to-speech, and interactions that ture/0,1284,49297,00.html?tw=wn200112
you to download (Figure 12).
many students need to be successful 25.
You can download the eBooks and
with text-based materials. The availabil- Skinner, C. H., Johnson, C. W., Larkin, M. J.,
annotation file that I created for The Lessey, D. J., & Glowacki, M. L. (1995).
ity of this text format is increasing and
Secret Garden at http://www.drscav- The influence of rate of presentation dur-
anaugh.org in the educational resources
many consider that electronic text will
ing taped word interventions on reading
section. be the future of print. Today’s desktop, performance. Journal of Emotional and
laptop, or handheld computers with Behavioral Disorders, 3(4).
eBook software can assist teachers to Wise, B. W., & Olson, R. K. (1994). Computer
provide their students with access to speech and the remediation of reading
modifications were developed. For each
and spelling problems. Journal of Special
chapter I highlighted passages or compo- text information that utilized features of
Education Technology 12(3).
nents where the special needs student universal access design concepts, and
might have difficulty. Highlighting sec- text that provides for increased interac- Terence Cavanaugh, Visiting Assistant
tivity with the text itself. Professor, College of Education and Human
tions in different colors provided addi-
Services, University of North Florida,
tional direction. I also added an Jacksonville.
References:
advanced reading organizer for the chap-
Adobe Systems Incorporated (2002). 2000 Address correspondence to: Terence Cava-
ter that the student would read before Year of the eBook. Available online at naugh, College of Education and Human
starting the chapter, and a set of summa- http://www.adobe.com/epaper/fea- Services, University of North Florida, 4567 St.
ry questions at the end of the chapter tures/newleaf/main.html. Johns Bluff Road South, Jacksonville, FL
were added. Questions were added to the Anderson-Inman, L. & Horney, M. (1999). 32224-2676. e-mail: tcavanau@unf.edu.
book as annotations and were indicated Electronic Books: Reading and Studying
with Supportive Resources. Available TEACHING Exceptional Children, Vol. 35,
on the page with a non-intrusive mark in online at http://www.readingonline. No. 2, pp. 56-61.
the page margin. When the annotation org/electronic/ebook/index.html.
mark is clicked or tapped, a pop-up win- Center for Applied Special Technology Copyright 2002 CEC.
dow appears with the content. Students (CAST)(1998).Universal Design for Learning
can add their own notes, questions and Consortium Envisions Improved Outcomes
for Children. Available online at
answers to the note box. I also added http://www.cast.org/udl/index.cfm?i=435.
bookmarks for passages that related to Hart, M. (2002). How Etexts Will Become
specific topics, such as science. Students, The “Killer Ap” Of The Computer
while reading the book, can add their Revolution. Available online at
own bookmarks to indicate pages where http://promo.net/pg/fundraising/hart-
rev.txt .
they wish to return or will need assis- Leong, C. K. (1995). Effects of on-line read-
tance for discussion later. The collection ing and simultaneous DECtalk auding in
of annotations, both instructor and stu- helping below-average and poor readers
TEACHING EXCEPTIONAL CHILDREN ■ NOV/DEC 2002 ■ 61You can also read
