The effectiveness of the different representation namely, text, text-picture and text-vice on reading digital text for students with severe developmental disabilities, particularly mental retardation and autism has been discussed. The digitalized learning material must be embedded with the multiple representations which allow students with special needs and educators to select suitable representation mode in reading activities. A well designed digital reading material saves energy and time of special educators from the task of routinely making specific adaptations of teaching material for their students. Three modes of multiple representation namely, text only, text-picture mode and text-voice mode have been used. The text mode was most effective representation with autism and text mode was more effective for participants with mental retardation.
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